An eco-behavioral approach to examining the contextual effects of early childhood classrooms

Kontos, Susan; Burchinal, Margaret; Howes, Carollee; Wisseh, Steve; Galinsky, Ellen

doi:10.1016/s0885-2006(02)00147-3

Cited by 83 publications

(68 citation statements)

References 15 publications

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“…This result is corroborated by others (Kemple, 2004;Kemple, Dungan, & Strangis, 2002;Kontos, Burchinal, Howes, Wisseh, & Galinsky, 2002;Kontos & Wilcox-Herzog, 1997;Petrakos & Howe, 1996).…”

Section: Discussionsupporting

confidence: 84%

Kevin: “I Gotta Get to the Market”: The Development of Peer Relationships in Inclusive Early Childhood Settings

Kim

2005

Early Childhood Educ J

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This study describes the lived experience of Kevin, a young child with physical disabilities who is placed in an inclusive classroom, a classroom where children with and without disabilities are educated together, with extra support provided for the child with disabilities. Children with disabilities who are placed in inclusive early childhood settings tend to be rejected or neglected more than their typically developing peers and are involved more with the adults in the classroom than with their peers. Kevin's experiences are framed in the context of the current emphasis on inclusive practices. The study documents that adult assistance and curriculum activities both play an important role in either facilitating or constraining social interaction with peers. When the assigned assistant functions as the child's playmate and mostly chooses table activities, both of these seem to limit opportunities for social interaction with peers. This study also documents that, without the assistant present, the child makes independent choices such as where and with whom to play. The dramatic play area serves as a conduit for meaningful verbal and nonverbal communication with peers. At the same time, Kevin's strong desire to play in this area seems to be the impetus for physical development-he walks alone for the very first time. Suggestions are given for teacher facilitation of dramatic play.

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Section: Discussionsupporting

confidence: 84%

Kevin: “I Gotta Get to the Market”: The Development of Peer Relationships in Inclusive Early Childhood Settings

Kim

2005

Early Childhood Educ J

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“…It appears here that the provision of self-initiated social pretend play fosters social interaction among children, while so-called table activities, which are more teacher-guided, lend themselves less to social interactions between children. This has also been noted by other researchers (Kemple et al 2002(Kemple et al , 2004Kontos et al 2002).…”

Section: Children In Child Caresupporting

confidence: 84%

There’s Elly, It Must be Tuesday: Discontinuity in Child Care Programs and Its Impact on the Development of Peer Relationships in Young Children

Kim

2010

Early Childhood Educ J

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This study traces patterns of attendance, times of arrival and departure, and policies and practices surrounding enrollment and moving children from classroom to classroom in a child care center. It appears that children's efforts to acquire competence in developing friendships with their peers not only depends on their own capacities, but is also affected by above-mentioned patterns and policies and practices, over which children have no control. For a period of 6 months, we follow the trajectory of Elly, a young 3-year old girl, who is enrolled mid-year, part-time, in Sunshine Child Development Center. She is placed in a classroom with two-and-a-half to three and-ahalf year old children, several of whom also attend parttime. It takes Elly 6 months to develop a meaningful relationship with some of her peers, an important yet tenuous milestone because, according to center policy groups will be reconfigured over the summer. Thus, Elly and her new friends may be placed in different groups in the fall. This study also documents the important role of social pretend play in helping children to initiate and develop friendships, especially in the company of more competent peers. Importantly, the child care center's policies and practices for transitioning children in and out of classrooms seem to be at odds with current research on attachment, continuity, and the development of peer relationships. Recommendations are made for creating environments where continuity of care and education for young children are a priority.

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“…); what is the nature and the strength of various influences on socioemotional development (e.g. parents, family and child's characteristics/temperament); and what is the extent of the educators' own responsibility and potential influence on children's acquisition and development of socioemotional skills and competencies (Kemple et al, 1996;Kontos, Burchinal, Howes, Wisseh, & Galinsky, 2002;Rosenthal, 2003;Wen et al, 2011). Such beliefs may affect educators' decisions and engagement in specific practices (Hollingsworth & Buysee, 2009).…”

Section: Introductionmentioning

confidence: 99%

A qualitative study of early childhood educators' beliefs and practices regarding children's socioemotional development

Papadopoulou

Tsermidou

Dimitrakaki

et al. 2014

Early Child Development and Care

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Existing research underscores the significance of early childhood experiences in the childcare context for the development of socioemotional skills and competencies. However, the practices adopted within childcare for the enhancement of children's socioemotional development and the factors mediating these practices are less adequately researched. The present study contributes to this understanding, through studying the perceptions of 34 educators working in childcare centres in Greece with regard to children's socioemotional development and its promotion. Results showed that although they acknowledged the significance of social and emotional competencies for children's adjustment, learning and well-being, they did not report consistent use of practices having as a goal the promotion of such skills. Explanations involve on the one hand the lack of formal policy and the existence of structural barriers and on the other hand a perception that socioemotional development is mostly affected by factors beyond their influence. Results are discussed in relation to prior research and in terms of their implications for designing interventions, curricula and staff training. IntroductionThe purpose of the present paper is to explore early childhood educators' perspectives regarding children's socioemotional development and its promotion in the childcare 1 context. The rationale of the study is based on (1) the importance of early socioemotional development for lifelong well-being and achievement and (2) the role of childcare experiences for children's socioemotional development, especially as they are mediated through early childhood educators' beliefs and practices.

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An eco-behavioral approach to examining the contextual effects of early childhood classrooms

Cited by 83 publications

References 15 publications

Kevin: “I Gotta Get to the Market”: The Development of Peer Relationships in Inclusive Early Childhood Settings

Kevin: “I Gotta Get to the Market”: The Development of Peer Relationships in Inclusive Early Childhood Settings

There’s Elly, It Must be Tuesday: Discontinuity in Child Care Programs and Its Impact on the Development of Peer Relationships in Young Children

A qualitative study of early childhood educators' beliefs and practices regarding children's socioemotional development

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