Promoting Young Children's Social Competence through the Preschool PATHS Curriculum and MyTeachingPartner Professional Development Resources

Autor/inn/en	Hamre, Bridget K.; Pianta, Robert C.; Mashburn, Andrew J.; Downer, Jason T.
Titel	Promoting Young Children's Social Competence through the Preschool PATHS Curriculum and MyTeachingPartner Professional Development Resources
Quelle	In: Early Education and Development, 23 (2012) 6, S.809-832 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2011.607360
Schlagwörter	Teaching Methods; Interpersonal Competence; Professional Development; Social Problems; Preschool Children; Web Based Instruction; Social Development; Program Effectiveness; Intervention; Preschool Teachers; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonale Kompetenz; Social problem; Soziales Problem; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Web Based Training; Soziale Entwicklung; Erzieher; Erzieherin; Kindergärtnerin; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Research Findings: Children's (n = 980) social competence during prekindergarten was assessed as a function of their teachers' (n = 233) exposure to the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum and 2 levels of support through MyTeachingPartner, a Web-based approach to professional development. Children in classrooms that implemented PATHS had increased levels of teacher-reported social competence over the course of the year. There were no associations between the use of PATHS and reductions in teacher-reported social problems. The results also suggested that teachers who used the MyTeachingPartner website more often reported greater gains in children's social competence. Practice or Policy: These findings have implications for the development and dissemination of social-emotional learning curricula and the provision of effective implementation supports for teachers. Continued work on the best ways to integrate technology into the professional development of teachers, both in service and preservice, is likely to enhance the accessibility and quality of supports for teachers. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06