Supporting Children's Social and Emotional Well-Being in the Early Years: An Exploration of Practitioners' Perceptions

Autor/inn/en	Seaman, Holly; Giles, Pandora
Titel	Supporting Children's Social and Emotional Well-Being in the Early Years: An Exploration of Practitioners' Perceptions
Quelle	In: Early Child Development and Care, 191 (2021) 6, S.861-875 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seaman, Holly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1649668
Schlagwörter	Social Development; Emotional Development; Well Being; Mental Health; Foreign Countries; Child Care Centers; Young Children; Environmental Influences; Staff Role; Caregiver Role; Interpersonal Relationship; Parents; Barriers; Parent Role; Behavior Modification; Self Control; Play; Work Environment; Knowledge Level; Staff Development; Caregiver Attitudes; Child Caregivers; United Kingdom (London) + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Well-being; Wellness; Wohlbefinden; Psychohygiene; Ausland; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Frühe Kindheit; Environmental influence; Umwelteinfluss; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Eltern; Parental role; Elternrolle; Behaviour modification; Verhaltensänderung; Selbstbeherrschung; Spiel; Arbeitsmilieu; Wissensbasis; Personnel development; Personalentwicklung; Caregiver; Caregivers; Carer; Child; Children
Abstract	Children's social and emotional well-being can be supported through their experiences of early years education to promote positive life-long outcomes. This study explored the views of 10 early years practitioners in relation to supporting children's social and emotional well-being. Data was gathered using semi-structured interviews and analysed using thematic analysis. Themes were explored in relation to practitioners' understanding of 'social and emotional well-being' as well as their views on training opportunities in this area. The findings identified how early years practitioners conceptualize social and emotional well-being and highlighted the complexities and intricacies of the parent-practitioner relationship in the early years. The emotional well-being of staff was also pertinent to early years practitioners' views. It is proposed that future research and practice focuses on opportunities for reflective discussions for early years staff and on the development of relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01