Early Childhood Teachers’ Use of Discipline Practices and Social Emotional Supports

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal Pub Date : 2024-12-26 DOI:10.1007/s10643-024-01815-5

Elizabeth A. Steed, Dorothy Shapland Rodriguez, Nancy L. Leech

引用次数: 0

Abstract

There has been increased attention on teachers’ use of exclusionary discipline with the youngest learners in elementary schools; however, little is known about early childhood teachers’ use of particular discipline practices and social emotional supports. The present study reports results from a survey of 936 teachers working in elementary schools in preschool through second grade classrooms regarding their use of discipline practices and social emotional supports. We found that teachers across grade levels used several positive social emotional teaching supports and overall reported a low use of harsh discipline practices such as suspension and expulsion. However, teachers reported using some exclusionary discipline practices, such as timeout, especially in kindergarten. Several social emotional supports were not well-utilized especially in early elementary grades. Findings are discussed in the context of supporting teachers to use recommended and supportive practices with young children across the early grades.

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幼儿教师使用纪律实践与社会情感支持

越来越多的人关注教师对小学最年轻的学习者使用排斥性纪律；然而，对幼儿教师使用特殊纪律实践和社会情感支持知之甚少。本研究报告了对936名小学至二年级教师进行的关于纪律实践和社会情感支持使用的调查结果。我们发现，各个年级的教师都使用了几种积极的社会情感教学支持，总体而言，他们很少使用停课和开除等严厉的纪律措施。然而，教师报告使用一些排他性的纪律做法，如暂停，特别是在幼儿园。一些社会情感支持没有得到很好的利用，特别是在小学早期。研究结果在支持教师使用推荐和支持性实践的背景下进行了讨论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

14.80%

发文量

124

期刊介绍： Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field