Perspectives on Early Childhood Psychology and Education最新文献_第6页

“Breathe and Be Ready to Learn”: The Issue with Social-Emotional Learning Programs as Classroom Management “呼吸，准备学习”:社会情感学习项目作为课堂管理的问题

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1006

Molly E. McManus

{"title":"“Breathe and Be Ready to Learn”: The Issue with Social-Emotional Learning Programs as Classroom Management","authors":"Molly E. McManus","doi":"10.58948/2834-8257.1006","DOIUrl":"https://doi.org/10.58948/2834-8257.1006","url":null,"abstract":"As social-emotional learning (SEL) has become a more acknowledged and central part of early schooling in the last two decades, many schools and educators, particularly those in progressive spaces, have adopted SEL programs to supplement or substitute other systems of classroom management. While research demon-strates that children’s social, emotional, and cultural practices and experiences are central to inclusive, humanizing, and culturally relevant learning, SEL programs are often implemented to more closely resemble behaviorist systems of classroom management. This article presents findings from a progressive first-grade classroom of Latinx children from immigrant families led by a white teacher. Examples from ethnographic observations of the classroom illustrate the ways that the teacher used an SEL program alongside a discourse of “readiness to learn” to manage and control children’s behavior. These classroom experiences proved to be closely connected to the ideas about learning that children in Mr. Walsh’s class shared in video-cued interviews, namely that students need to be calm, quiet, focused, and “ready” in order to learn. The article considers the ways that larger systems of whiteness, individualism, and control weaving through SEL programming and progressive schooling create, foster, and perpetuate discourses of control and “readiness” that ultimately prevent children from meaningfully contributing and engaging in the type of deep learning that results from focused, structured agency and relationships of mutual trust and respect.","PeriodicalId":355462,"journal":{"name":"Perspectives on Early Childhood Psychology and Education","volume":"15 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":"130164789","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: 2

Why We Are Done Talking about Classroom Management 为什么我们不谈课堂管理

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1001

Kristin Cipollone, Emily Brown Hoffman

引用次数: 0

The Effect of Teacher-Child Interaction Training (TCIT) on Children who are Exhibiting Disruptive Behaviors within the Classroom Setting 师生互动训练对课堂破坏行为儿童的影响

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1014

Jaclynn Stankus, Karl L. Jancart, Kara E. McGoey

引用次数: 1

Strategies for Increasing Early Childhood Teachers’ Self-Efficacy in Culturally Responsive Practices 在文化响应性实践中提高幼儿教师自我效能的策略

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1022

M. Stormont, Nargiza Buranova, Marina Antonova

引用次数: 0

Educando a Nuestros Hijos: Examining Latinx Parental Stress Factors and Parental Engagement in Head Start Preschools 教育与新教育:在学前教育中研究拉丁裔父母压力因素和父母参与

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1016

Agustina Bertone, Erin Dowdy, Madeline Spiess

引用次数: 0

Playing Together: A Call for Multiple Stakeholders to Reduce Exclusionary and Harsh Discipline for Young BICOC with Disabilities 共同合作:呼吁多方利益相关者减少对残疾青年的排斥和严厉纪律

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1008

Saili S. Kulkarni, Sunyoung Kim, Tunette Powell

引用次数: 2

Promoting Mental Health and Positive Well-Being in Early Childhood: Delineating the Critical Role of the School 促进儿童早期心理健康和积极幸福:描绘学校的关键作用

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1010

Timothy A. Hanchon, Kristin Scardamalia

引用次数: 0

The Need for Performance Standards in Preschools: Stealing Shamelessly from Comprehensive School Mental Health Literature 学龄前儿童表现标准的必要性:无耻地从综合学校心理健康文献中窃取

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1018

Samantha Reaves, Samantha N. Hartley, Brandy Clarke, Sharon Hoover, N. Lever

{"title":"The Need for Performance Standards in Preschools: Stealing Shamelessly from Comprehensive School Mental Health Literature","authors":"Samantha Reaves, Samantha N. Hartley, Brandy Clarke, Sharon Hoover, N. Lever","doi":"10.58948/2834-8257.1018","DOIUrl":"https://doi.org/10.58948/2834-8257.1018","url":null,"abstract":"Young children are at-risk for developing signiﬁcant mental health difficulties just as their older, school-aged peers. Preschool settings have increasingly attempted to proactively address early childhood socioemotional needs by expanding their prevention and intervention activities. A number of emerging best practices in promoting early childhood mental health have been proposed. However, there are no comprehensive performance standards for preschool mental health and limited guidance on how preschools can align themselves with best practices. This expansion in service scope parallels the development of Comprehensive School Mental Health Systems in K-12 schools. Resources and tools developed for K-12 educational settings may serve as a useful example for preschool mental health systems interested in quality comprehensive mental health care. This conceptual article will describe the prevalence of mental health difficulties in young children, review the current guidance on supporting mental health in young children, and provide support for adapting widely used K-12 school mental health performance standards to establish comprehensive standards for organizing and implementing high quality care systems in preschool settings.","PeriodicalId":355462,"journal":{"name":"Perspectives on Early Childhood Psychology and Education","volume":"21 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":"123728574","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

Compliance and Control: The Hidden Curriculum of Social-Emotional Learning 顺从与控制:社交情绪学习的隐性课程

Perspectives on Early Childhood Psychology and Education Pub Date : 2022-11-21 DOI: 10.58948/2834-8257.1005

Kristin Cipollone, Emily Brown Hoffman, Maria B. Sciuchetti

引用次数: 0