Supporting Early Childhood Social-Emotional Well Being: The Building Blocks for Early Learning and School Success

Bagdi, Aparna; Vacca, John

doi:10.1007/s10643-005-0038-y

Cited by 60 publications

(37 citation statements)

References 10 publications

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“…Even more crucial to increasing teacher efficacy is interacting with colleagues who have similar experiences (Bagdi and Vacca 2005). Because the special education teachers often felt somewhat isolated as the only preschool teacher at their school, they benefited from the forum of the online learning community.…”

Section: Discussionmentioning

confidence: 99%

The Role of Teacher Efficacy in Strengthening Classroom Support for Preschool Children with Disabilities Who Exhibit Challenging Behaviors

Gebbie

Ceglowski

Taylor

et al. 2011

Early Childhood Educ J

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Challenging student behaviors are a prominent factor in the development of teacher stress and burnout. When classroom-based teachers of preschool children with disabilities were surveyed to identify their training needs in one North Carolina county, the most frequent request was how to address behavior challenges of preschool children with disabilities. This study examined how instructional support to teachers of preschool children with disabilities and challenging behaviors affected three teachers' classroom practices. The teachers received training and mentoring in classroom behavior management strategies and engaged in an online community of learners discussion group. Interviews and interactions from an online learning community were used to disclose whether the participants had implemented effective intervention strategies in their classrooms following the training. Teachers felt more competent in managing challenging behaviors after the online interaction with their colleagues. Teachers' online interactions were a highly effective way to impact teacher efficacy. Therefore, special education preschool programs should consider providing more opportunities for the teachers to build their own learning communities to interact and support one another.Keywords Preschool Á Special needs Á Challenging behavior Á Community of learners Challenging student behaviors are a prominent factor in the development of teacher stress and burnout. Stressed teachers were found to spend more than 20% of time in negative interactions and only 5% of time in positive interactions with children who had challenging behaviors, thus contributing to the ongoing cycle of ensuing challenging behaviors (Alvarez 2007;Stormont 2002). Data from the National Prekindergarten Study during the 2003 and 2004 school year indicated that 10.4% of state-funded prekindergarten teachers across the nation expelled at least one preschooler from their program. This rate was 3.2 times higher than the rate for kindergarten through twelfthgrade children. Expulsion is the most severe disciplinary action that can be given because it means that the child can never return to that school. Not unexpectedly, teacher stress was related to higher rates of expulsion even when class size and child age were controlled (Gilliam 2005).When classroom-based teachers of preschool children with disabilities were surveyed to identify their training needs in one North Carolina county, the most frequent request was how to address behavior challenges of preschool children with disabilities. The need for similar training regarding working with children that exhibit behavior challenges has been recognized in the field of early childhood. Teachers view children with behavior problems as more challenging to work with than children with any type of disability (Alvarez 2007). Several issues related to addressing the challenging behaviors of preschoolers in a classroom setting include not only teacher training, but also teacher perceptions, teacher stress and support (Alvarez 2007;Gilliam 2...

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Section: Discussionmentioning

confidence: 99%

The Role of Teacher Efficacy in Strengthening Classroom Support for Preschool Children with Disabilities Who Exhibit Challenging Behaviors

Gebbie

Ceglowski

Taylor

et al. 2011

Early Childhood Educ J

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“…To help children make a successful transition, at a minimum, teachers need to be aware of and prepared to meet the needs of children who do not always come from families who provide them with the kinds of experiences necessary to succeed in school. At a more intense level, to help insure that children enter kindergarten prepared to learn, systems should be established to promote emotional well-being prior to school entrance (Bagdi and Vacca 2005). Such systems should be family-centered, collaborative, and culturally appropriate.…”

Section: The Kindergarten Transitionmentioning

confidence: 99%

The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children

Ray¹,

Smith

2010

Early Childhood Educ J

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This article describes kindergarten from the perspective of the whole child. Specifically, it reviews current research on best practices to improve children's math and language arts competencies, memory skills, and the role of kindergarten in beginning science. It also describes the social experiences children have in kindergarten with respect to their academic success. Similarly, it reviews the impact of emotional competence on school success. This article then reviews research describing three major influences on children's kindergarten adaptation and success (i.e., transition, parental involvement, retention). The article concludes with a discussion of full-day kindergarten programs and their potential for improving the chances of all kindergarten children, especially low-income and ethnic minority children, for success in school.

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“…In doing so, it helps teachers develop a better knowledge base for identifying and recognizing children's social competence and determining which areas of social competence should receive special attention in daily pedagogical work, with both individual children and classes as a whole. Children need social competence here and now to express both their current well-being (Bagdi & Vacca, 2005;Kamerman et al, 2010;McAuley et al, 2011) and their future well-becoming (Jones et al, 2015;Malecki et al, 2002;Payton et al, 2000). It is therefore valuable for the field of practice to have a measurement tool adjusted to the Norwegian context with a focus on play and informal gatherings (Sylva et al, 2015), in which well-being is highly valued (Bagdi & Vacca, 2005;Kamerman et al, 2010;McAuley et al, 2011).…”

Section: Assessing Children's Social Competencementioning

confidence: 99%

Evaluation of the Lamer Social Competence in Preschool Scale

Løkken

Broekhuizen

Moser

et al. 2018

nbf

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Abstract:The Lamer Social Competence in Preschool Scale (LSCIP) has been widely used in Norway to assess children's social competence; however, the six-factor structure has not been validated since the scale was developed. The aim of this study is to evaluate the structure of the LSCIP using confirmatory and exploratory factor analyses. The results show that the original model has a nearly adequate fit according to model fit criteria, but also suggest the need for revisions to achieve a better model. The study contributes to the further development of the LSCIP as a measurement tool that can be used to measure children's social competence in both research and practice.

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Supporting Early Childhood Social-Emotional Well Being: The Building Blocks for Early Learning and School Success

Cited by 60 publications

References 10 publications

The Role of Teacher Efficacy in Strengthening Classroom Support for Preschool Children with Disabilities Who Exhibit Challenging Behaviors

The Role of Teacher Efficacy in Strengthening Classroom Support for Preschool Children with Disabilities Who Exhibit Challenging Behaviors

The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children

Evaluation of the Lamer Social Competence in Preschool Scale

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