Preparing Early Childhood Educators to Address Young Children's Social-Emotional Development and Challenging Behavior: A Survey of Higher Education Programs in Nine States

Autor/inn/en	Hemmeter, Mary Louise; Santos, Rosa Milagros; Ostrosky, Michaelene M.
Titel	Preparing Early Childhood Educators to Address Young Children's Social-Emotional Development and Challenging Behavior: A Survey of Higher Education Programs in Nine States
Quelle	In: Journal of Early Intervention, 30 (2008) 4, S.321-340 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815108320900
Schlagwörter	Higher Education; Behavior Disorders; Graduates; Preschool Children; Social Development; Emotional Development; College Faculty; Teacher Education; Preschool Education; Teacher Attitudes; Parent Teacher Cooperation; Special Education; Early Childhood Education + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Entwicklung; Gefühlsbildung; Fakultät; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	This article presents results from a survey of faculty members from 2- and 4-year higher education programs in nine states that prepare teachers to work with preschool children. The purpose of the study was to determine how professors address content related to social-emotional development and challenging behaviors, how well prepared they believe graduates are to address these issues, and resources that might be useful to better prepare graduates to work with children with challenging behavior. Of the 225 surveys that were mailed, 70% were returned. Faculty members reported their graduates were prepared on topics such as working with families, preventive practices, and supporting social emotional development but less prepared to work with children with challenging behaviors. Survey findings are discussed related to differences between 2- and 4-year programs and between programs with and without a special education component. Implications for personnel preparation and future research are discussed. (Contains 1 figure, 1 note and 6 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10