早期教育者的行为观

IF 2 4区 教育学 Q1 EDUCATION, SPECIAL
Courtney E. O’Grady, M. Ostrosky
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引用次数: 0

摘要

我们探讨了教师如何看待具有挑战性的行为与体现社会情感能力的行为,以及行为描述如何根据儿童人口统计数据(如性别、种族/民族和残疾状况)而变化。使用DisCrit镜头,我们在教师的隐性偏见可能影响行为感知的假设下进行了这项研究。14名学前教师分享了他们对课堂上所见行为的看法,他们认为两个孩子在社交情感上最成功,分别是A/Z和C/E。A/Z组的儿童中,54%为女性,46%为男性,54%为白人,29%为黑人,82%没有接受特殊教育服务或需要筛查。C/E组的儿童中,86%为男性,14%为女性,46%为黑人,36%为白人,75%接受特殊教育服务,或被教师认定需要转介进行筛查。积极的A/Z行为包括成为模范、领导者或助手;有良好的游戏技巧、礼貌和语言表达能力;热爱学习。C/E学生的挑战行为包括难以联系;进行身体攻击和反抗;沟通困难,自我调节能力差。这些发现有助于我们理解隐性偏见、制度问题的作用,以及在幼儿环境中文化响应实践的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Early Educators’ Perceptions of Behavior
We explored how teachers perceived challenging behavior in contrast to behaviors that exemplify social-emotional competence, and how descriptions of behavior varied based on child demographics such as gender, race/ethnicity, and disability status. Using a DisCrit lens, we conducted this study under the assumption that perceptions of behavior may be informed by teachers’ implicit biases. Fourteen preschool teachers shared their perspectives on behaviors they saw in the classroom, as exemplified by descriptions of the two children they considered the most socially-emotionally successful, A/Z, and the two they considered the most challenging, C/E. Children in the A/Z group were 54% female, 46% male, 54% White, 29% Black, and 82% did not receive special education services or need screening. Children in the C/E group were 86% male, 14% female, 46% Black, 36% White, and 75% were either receiving special education services or identified by teachers as needing a referral for screening. Positive A/Z behaviors included being a model, leader, or helper; having good play skills, manners, and verbal skills; and loving to learn. The challenging behaviors for C/E students included being hard to connect with; engaging in physical aggression and defiance; and having communication difficulties and poor self-regulation skills. These findings help us understand the role of implicit bias, systems issues, and the importance of culturally responsive practices in early childhood settings.
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来源期刊
CiteScore
4.60
自引率
4.80%
发文量
18
期刊介绍: Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.
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