Distribution of the Teacher’s Time among Children in the Nursery School and Kindergarten

Emotional manipulation in social and emotional learning and pastoral support: the ‘dark side’ of emotional intelligence and its consequences for schools

“…The product of this misuse was a large proportion of school children who became "invisible" (Lilian -Teaching assistant) concerning the development of their social, emotional and behavioural skills more widely. In the following extract, Leroy, a teacher, shares his concerns regarding this matter: Initially touched upon by Foster (1930) and discussed more recently in works of Books (2006) and Charlton, Mills, Martino and Beckett (2007), there are a range of difficulties and problems faced by a significant number of children and young people that go largely unseen in schools.…”

Teacher Child Contacts In Nursery Schools

“…That adult methods may also affect children's behavior is indicated in such experimental studies as those of Jack (6), Johnson (9), Keister ( II ), McClure ( I2 ), and Page (IS). Investigations of teacher-child contacts (I,2,3,IO,13,16,17) have not as yet furnished a very adequate picture because of limitations in the categories recorded, incomplete definition of categories and lack of information as to reliability. Some of these studies have been concerned with verbal conta;:ts only, and some with contacts obtained in only one teaching situation.…”

“…In the studies briefly reported in this paper' the writers have attempted, (I) to develop a reliable and adequate method of observing teacher child contacts, (2) to compare the type of contacts made in three different teaching situations, yard, playroom, locker and bathroom, (3) to compare the type of contacts made in a younger group. with those made in an older group of children, and (4) to compare the type of contacts made in a university nursery school with those made in a W. P. A. nursery school.…”