Perspectives on Early Childhood Psychology and Education最新文献_第4页

An Evaluation of a Teaching Interaction Procedure Implemented in a Recess Setting 课间环境下教学互动程序之评估

Perspectives on Early Childhood Psychology and Education Pub Date : 2023-01-28 DOI: 10.58948/2834-8257.1031

Kate A. Helbig, S. Schrieber, Keith C. Radley, James R. Deriuex

引用次数: 0

Building Foundations for Friendship: Preventing Bullying Behavior in Preschool 建立友谊的基础:预防学龄前儿童的欺凌行为

Perspectives on Early Childhood Psychology and Education Pub Date : 2023-01-28 DOI: 10.58948/2834-8257.1038

Kara M. McGoey, Allison Aberson, Bridget M. Green, Seana Bandi Stewart

引用次数: 0

Introduction to Special Focus 专题简介

Perspectives on Early Childhood Psychology and Education Pub Date : 2023-01-28 DOI: 10.58948/2834-8257.1030

Zachary C. LaBrot, Kayla Bates‐Brantley, Sarah Wright Harry

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An Intervention Targeting Academic and Behavioral Skill Deficits in Early Childhood: A Case-Study 针对儿童早期学业和行为技能缺陷的干预:个案研究

Perspectives on Early Childhood Psychology and Education Pub Date : 2023-01-28 DOI: 10.58948/2834-8257.1032

Kayla Bates‐Brantley, Mallie Donald, Jasmine Sorrell, Meredith Staggers, Rylee McHenry, Sarah Harry Wright

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Universal Screening in Early Childhood Populations: A Systematic Review 儿童早期人群的普遍筛查:一项系统综述

Perspectives on Early Childhood Psychology and Education Pub Date : 2023-01-28 DOI: 10.58948/2834-8257.1035

Mikayla Drymond, Alexis Sanchez, Nathaniel P. von der Embse, Gabrielle Francis, Dorie Ross, Samin Khallaghi

引用次数: 0

Addressing Barriers to Universal Screening for Social, Emotional, and Behavioral Risk in Elementary Schools 解决小学社会、情感和行为风险普遍筛查的障碍

Perspectives on Early Childhood Psychology and Education Pub Date : 2023-01-28 DOI: 10.58948/2834-8257.1037

Crystal N. Taylor, Rebecca W. Lovelace, Cai Weaver, Sarah Wright Harry, Terreca A. Cato, Meleah M. Ackley

引用次数: 0

Social-Emotional Interventions for Young Children in Rural Areas: A Single-Case Design Meta-Analysis 农村地区幼儿社会情绪干预:单个案设计meta分析

Perspectives on Early Childhood Psychology and Education Pub Date : 2023-01-28 DOI: 10.58948/2834-8257.1036

Tyler E. Smith, M. Stormont, Marina Antonova, Emily L. Singell, W. Reinke

引用次数: 1

School-Based Relationships Among Children with or at Risk for Emotional and Behavioral Disorders 有或有情绪和行为障碍风险的儿童的校本关系

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1017

Melissa Washington-Nortey, Kristen L. Granger, Michael Broda, Jason C. Chow, Kevin Sutherland, Bryce D. Macleod

{"title":"School-Based Relationships Among Children with or at Risk for Emotional and Behavioral Disorders","authors":"Melissa Washington-Nortey, Kristen L. Granger, Michael Broda, Jason C. Chow, Kevin Sutherland, Bryce D. Macleod","doi":"10.58948/2834-8257.1017","DOIUrl":"https://doi.org/10.58948/2834-8257.1017","url":null,"abstract":"We investigated the influence of a teacher’s perceived emotional state (e.g., feeling emotionally exhausted; feeling accomplished) on the association between parent-teacher relationships and teacher-child conflict among young children. We used pretest data from a pilot study examining the efficacy of a socio-emotional learning intervention for children with or at risk for emotional or behavioral disorders (EBD). Twenty-six teachers and 45 children (Mean age= 7.46 years; SD = 1.21) participated in the intervention. Teachers rated their relationships with children and their parents using the Parent-Teacher Relationship Scale and Student-Teacher Relationship Scale. Multilevel models showed that teachers with a higher sense of personal accomplishment evidenced a negative association between parent-teacher relationships and teacher-child conflict. However, for teachers who felt emotionally exhausted or those who had a lower sense of personal achievement, the association between parent-teacher relationships and teacher-child conflict either remained unchanged or was positive. We conclude by discussing findings in relation to the importance of increasing teacher efficacy, reducing teacher burnout, and strengthening parent-teacher relationships in schools to improve teacher-child relationships and children’s psychosocial outcomes.","PeriodicalId":355462,"journal":{"name":"Perspectives on Early Childhood Psychology and Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125673080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Racial Pandemic:Positive Behavior Intervention Support as an Asymptomatic Carrier of Racism 种族流行病:积极行为干预支持作为种族主义的无症状载体

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1004

Jade Calais, Matthew Green

引用次数: 3

Layered Pedagogies of Instruction and Restorative Justice: A Kindergarten Case Study of Community and Belonging 分层教学与恢复性正义:以幼儿园社区与归属感为例

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1007

Erica Steinitz Holyoke

{"title":"Layered Pedagogies of Instruction and Restorative Justice: A Kindergarten Case Study of Community and Belonging","authors":"Erica Steinitz Holyoke","doi":"10.58948/2834-8257.1007","DOIUrl":"https://doi.org/10.58948/2834-8257.1007","url":null,"abstract":"The current climate of education often results in surveillance of outcomes and accountability in early childhood learning and management, especially in schools serving Black, Indigenous, and Children of Color. Historically, classroom management has been about controlling students, the environment, and ultimately what and how learning takes place. In response, centering restorative justice as a humanizing approach to classroom management is necessary to focus on equity. However, this focus can be filled with tensions and conflicting philosophies against the status quo in schools. Likewise, classroom community practices, including punitive and restorative discipline, are typically looked at separately from academic learning, without consideration of the interconnected pedagogical decisions that undergird experiences for students. Positioning an either/or mentality can result in a dichotomy of what is good and bad in education that obscures the complexities and nuance of teachers’ work. This interpretive case study examines intersections of academics and community building to understand a sense of belonging in an early childhood classroom. This study illustrates how one kindergarten community navigated opposing perspectives and pedagogies. Discourse analysis revealed findings of how the class traversed the complexity of languaging to build community in a context self-identified as restorative, while also implementing highly structured literacy curricula, and a mix of discipline philosophies. This study humanizes tensions experienced within the constraints of the current educational system as teachers and young children build towards restorative justice as a way of being.","PeriodicalId":355462,"journal":{"name":"Perspectives on Early Childhood Psychology and Education","volume":"400 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126674785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0