Building a culture of connection in early childhood education: The Hand in Hand Foundations Course.

IF 2.1 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Angela Sillars, Ahava Vogelstein, Pamela J Oatis, Annie Davis Schoch, Anna Cole, Pamala Trivedi, Maya Coleman
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引用次数: 0

Abstract

Healthy early childhood development unfolds in the context of relationships with important caregivers, including early educators. Grounded in the evidence on early relational health, the 8-week Hand in Hand Foundations Course for Early Childhood Educators teaches a novel connection-based approach to understanding and responding to young children's emotions. Educators learn five tools for bolstering connection during emotional experiences (Staylistening), increasing positive and playful interactions with children (Special Time, Playlistening), responding to challenging behavior (Setting Limits), and creating sustainable, peer-supported reflective practice groups (Listening Partnerships). The goal is to foster stronger educator-child relationships, improve well-being for educators and children, and build a culture of connection and reflection in ECE. This mixed-methods pilot study of the Foundations Course in the United States investigated educators' experiences with the course, soliciting input on the feasibility of using the tools in the classroom and areas for improving the course. Educators reported that the theories resonated with them, they incorporated many of the tools, and they saw benefits for children and the ECE community. They also expressed a need for ongoing learning opportunities, implementation scaffolding, and organizational support. These findings have implications for supporting educator and child social-emotional health and potential future revisions for the course.

在幼儿教育中建立联系文化:手拉手基础课程。
健康的幼儿发展是在与包括早期教育工作者在内的重要照顾者建立关系的背景下展开的。基于早期关系健康的证据,为期8周的早期儿童教育工作者手拉手基础课程教授了一种新的基于联系的方法来理解和回应幼儿的情绪。教育工作者学习五种工具来加强情感体验中的联系(保持倾听),增加与儿童的积极和有趣的互动(特殊时间,游戏倾听),应对具有挑战性的行为(设置限制),以及创建可持续的,同伴支持的反思实践小组(倾听伙伴关系)。目标是促进更牢固的教育工作者与儿童的关系,改善教育工作者和儿童的福祉,并在欧洲经委会建立联系和反思的文化。美国基础课程的混合方法试点研究调查了教育工作者使用该课程的经验,就课堂上使用这些工具的可行性和改进课程的领域征求意见。教育工作者报告说,这些理论与他们产生了共鸣,他们采用了许多工具,他们看到了儿童和欧洲经委会社区的好处。他们还表达了对持续学习机会、实现框架和组织支持的需求。这些发现对支持教育工作者和儿童的社会情感健康以及未来课程的潜在修订具有启示意义。
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来源期刊
Infant Mental Health Journal
Infant Mental Health Journal PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
4.10
自引率
8.30%
发文量
69
期刊介绍: The Infant Mental Health Journal (IMHJ) is the official publication of the World Association for Infant Mental Health (WAIMH) and the Michigan Association for Infant Mental Health (MI-AIMH) and is copyrighted by MI-AIMH. The Infant Mental Health Journal publishes peer-reviewed research articles, literature reviews, program descriptions/evaluations, theoretical/conceptual papers and brief reports (clinical case studies and novel pilot studies) that focus on early social and emotional development and characteristics that influence social-emotional development from relationship-based perspectives. Examples of such influences include attachment relationships, early relationship development, caregiver-infant interactions, infant and early childhood mental health services, contextual and cultural influences on infant/toddler/child and family development, including parental/caregiver psychosocial characteristics and attachment history, prenatal experiences, and biological characteristics in interaction with relational environments that promote optimal social-emotional development or place it at higher risk. Research published in IMHJ focuses on the prenatal-age 5 period and employs relationship-based perspectives in key research questions and interpretation and implications of findings.
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