She's supporting them; who's supporting her? Preschool center-level social-emotional supports and teacher well-being

Zinsser, Katherine M.; Christensen, Claire; Torres, Luz

doi:10.1016/j.jsp.2016.09.001

Cited by 103 publications

(55 citation statements)

References 62 publications

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“…Train-the-teacher models include explicit coaching for teachers, classroom climate strategies, and curriculum resources. Factors associated with successful teacher implementation of SEL curricula include sociocultural awareness and cultural relevance (Garner et al, 2014), positive teacher attitudes toward SEL (Aubrey & Ward, 2013; Zinsser et al, 2014), strong teacher social and emotional competence (Jennings & Greenberg, 2009; Zinsser et al, 2016), and school administrator support for implementation (Papadopoulou et al, 2014). Indicators of teachers’ social and emotional competence involve enacting prosocial values, demonstrating respect for students and taking responsibility for one’s actions, displaying warmth and empathy in relationships with students (Roorda et al, 2011), and utilizing high social, emotional, and cultural awareness (Jennings & Greenberg, 2009).…”

Section: Preschool Sel Interventionsmentioning

confidence: 99%

A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions

Murano¹,

Sawyer

Lipnevich

2020

Review of Educational Research

121

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This meta-analysis summarized the effects of universal and targeted social and emotional learning (SEL) interventions in 48 studies on the development of social and emotional skills and the reduction of problem behaviors in 15,498 preschool students. For universal SEL interventions delivered to all students, a random-effects model with 33 primary studies showed small to medium effects for the overall development of social and emotional skills (Hedges’s g = .34) and for the reduction of problem behaviors (g = .32), with an overall grand mean of g = .35. For targeted interventions, delivered to at-risk students identified as being in need of additional supports, a random-effects model with 15 primary studies showed medium effects for the overall development of social and emotional skills (Hedges’s g = .44) and for the reduction of problem behaviors (g = .50), with an overall grand mean of g = .48. A meta-regression model showed that intervention program accounted for 83% of heterogeneity in the overall effect size for universal interventions. Overall, this meta-analysis demonstrated that preschool children benefit from SEL interventions in different contexts, particularly those who were identified as being in need of early intervention. Moreover, best practices for preschool SEL interventions may differ from best practices for K–12 students, given the developmental uniqueness of the preschool years.

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Section: Preschool Sel Interventionsmentioning

confidence: 99%

A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions

Murano¹,

Sawyer

Lipnevich

2020

Review of Educational Research

121

View full text Add to dashboard Cite

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“…Com a crescente evidência de que ações intencionais para o aprendizado socioemocional do aluno podem favorecer seu desempenho acadêmico, muitos professores são instados a promover este ensino em sala de aula. Mas, aparentemente, assume-se que o professor já tem (ou deveria ter) competências socioemocionais suficientes, fazendo com que o mesmo conte apenas com as que já possui, uma vez que, na grande maioria das vezes, esta temática não é contemplada em sua formação inicial ou continuada (Zinsser, Christensen, & Torres, 2016).…”

Section: R E S U Lta D O Sunclassified

Avaliação de programas de intervenção para a aprendizagem socioemocional do professor: Uma revisão integrativa

Marques

Tanaka

Fóz

2019

RPE

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A profissão docente gera grande demanda emocional, o que pode afetar o bem-estar do professor e gerar problemas de saúde. As competências socioemocionais envolvem um conjunto de habilidades, conhecimentos e atitudes para reconhecer e lidar melhor com as próprias emoções e com a dimensão emocional dos alunos, o que pode diminuir o estresse e aumentar a qualidade da prática do professor. A aprendizagem socioemocional pode aumentar os recursos internos e a competência para lidar melhor com as demandas profissionais. Nesta revisão integrativa da literatura buscou-se levantar nas principais bases de dados mundiais (SCOPUS, PubMed, ERIC, SciELO, Web of Science, Campbell Collaboration) os estudos realizados sobre programas de intervenção específicos para desenvolver as competências socioemocionais do professor do ensino básico, suas características e impactos ou efeitos no professor. Foram incluídos 18 artigos sobre estudos que tiveram como objetivo a aprendizagem socioemocional do próprio professor, não associados a programas voltados aos alunos. Concluiu-se que embora haja poucos estudossobre o tema, todos apresentaram impactos ou efeitos positivos no aumento de habilidades socioemocionais, na saúde, bem-estar, ou na eficácia docente. Palavras-chave:Professor; Aprendizagem socioemocional; Estresse;Revisão integrativa

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“…Accordingly, ECTs may experience disillusionment between their expectations of becoming a teacher, and what their reality actually is. This may lead to a combination of emotional exhaustion, psychological distress, mental health issues and teacher attrition (Zinsser, Christensen & Torres, 2016).…”

Section: Lack Of Recognition Disillusionment and Demoralisation: Thementioning

confidence: 99%

“That’s What You Want to do as a Teacher, Make a Difference, Let the Child Be, Have High Expectations”: Stories of Becoming, Being and Unbecoming an Early Childhood Teacher

Ciuciu¹,

Robertson²

2019

AJTE

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This article explores the experiences of four individuals who changed careers into early childhood teaching in Victoria, Australia and later left the profession. The study was conducted with a narrative inquiry approach and reveals insight into motivations for becoming an early childhood teacher (ECT), experiences of being an ECT and factors that lead to un-becoming an ECT. Participants were motivated by pragmatic reasons such as career advancement and family-work compatibility alongside intrinsic interest when becoming an ECT. They entered the profession eager to support children's learning and development. However, their experiences compromised their health and wellbeing and inhibited them from teaching as they envisioned. The findings of the study hold implications for policy makers, employers and higher education in effort to retain and sustain ECTs.

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She's supporting them; who's supporting her? Preschool center-level social-emotional supports and teacher well-being

Cited by 103 publications

References 62 publications

A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions

A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions

Avaliação de programas de intervenção para a aprendizagem socioemocional do professor: Uma revisão integrativa

“That’s What You Want to do as a Teacher, Make a Difference, Let the Child Be, Have High Expectations”: Stories of Becoming, Being and Unbecoming an Early Childhood Teacher

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