Adapting Social Emotional Multi-Tiered Systems of Supports for Kindergarten Classrooms

Autor/inn/en	Steed, Elizabeth A.; Shapland, Dorothy
Titel	Adapting Social Emotional Multi-Tiered Systems of Supports for Kindergarten Classrooms
Quelle	In: Early Childhood Education Journal, 48 (2020) 2, S.135-146 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Steed, Elizabeth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-019-00996-8
Schlagwörter	Social Development; Emotional Development; Young Children; Kindergarten; Developmentally Appropriate Practices; Student Needs + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Frühe Kindheit; Entwicklungsbezogene Bildung
Abstract	This conceptual article describes key considerations for elementary school personnel to ensure social emotional multi-tiered systems of supports (MTSS) are adapted for kindergarten classrooms. Kindergarten represents a unique developmental period of early childhood when 5 to 6-year-old children transition into formal schooling and experience a learning environment that places greater emphasis on children's independence, adherence to routines, and academic goals. This increase in demands may place stress on children's social emotional competencies. School personnel may find existing practices associated with their elementary schools' social emotional MTSS have not been adapted to meet the developmental needs of kindergarteners; this article describes ways to adapt existing universal, targeted, and intensive social emotional supports for kindergarten. Key considerations for administrative personnel are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01