ERIC Number: EJ1244375
Record Type: Journal
Publication Date: 2017
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0112-0530
EISSN: N/A
Available Date: N/A
How Do Teachers Support Children's Social-Emotional Competence? Strategies for Teachers
McLaughlin, Tara; Aspden, Karyn; Clarke, Linda
Early Childhood Folio, v21 n2 p21-27 2017
Social-emotional skills provide a critical foundation for learning and wellbeing in early childhood and beyond. In this article we present specific teaching strategies that teachers can implement within the context of supportive, responsive relationships to foster young children's developing social-emotional competence. The teaching strategies represent practices that have been identified and validated by a range of New Zealand kindergarten teachers and stakeholders from a larger research project focusing on teacher practices. The role of teachers' intentionality and pedagogical decision making is discussed to ensure practices identified are implemented in developmentally, culturally, and individually appropriate ways in New Zealand early childhood settings.
Descriptors: Foreign Countries, Social Development, Emotional Development, Well Being, Early Childhood Education, Early Childhood Teachers, Teaching Methods, Developmentally Appropriate Practices, Culturally Relevant Education, Problem Solving, Teacher Role, Interpersonal Competence, Student Behavior, Self Control, Friendship, Behavior Problems, Prevention
New Zealand Council for Educational Research. Level 10, 178 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A
Author Affiliations: N/A