東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Learning Social and Emotional Skills...

McCoy, Kelsey.

FindBook

Google Book

Amazon

博客來

Learning Social and Emotional Skills in Head Start: Influence of Familial Risk Factors and Teacher Perceptions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning Social and Emotional Skills in Head Start: Influence of Familial Risk Factors and Teacher Perceptions./
作者:	McCoy, Kelsey.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	114 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-10, Section: B.
Contained By:	Dissertations Abstracts International83-10B.
標題:	Psychobiology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29068059
ISBN:	9798426811515

Learning Social and Emotional Skills in Head Start: Influence of Familial Risk Factors and Teacher Perceptions.
McCoy, Kelsey.

Learning Social and Emotional Skills in Head Start: Influence of Familial Risk Factors and Teacher Perceptions. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 114 p.

Source: Dissertations Abstracts International, Volume: 83-10, Section: B.

Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2022.

Social-emotional competence has a profound impact on healthy child development and is associated with numerous outcomes that persist across the lifespan (Bettencourt et al., 2017; Jones et al., 2015). Children enrolled in Head Start are at an increased risk for deficits in social and emotional skills (Yoshikawa et al., 2012) due to numerous familial risk factors across a bioecological framework (Bronfenbrenner & Morris, 2006). Thus, it is critically important to support social-emotional learning (SEL) in early childhood, particularly in Head Start where children have an increased risk for deficits. Despite substantial literature on teachers and social-emotional learning, previous research has overlooked teachers' perceptions on SEL for children exposed to adversity. The current study aimed to: (a) identify the relation of familial risk factors and adverse events with child social and emotional skills; (b) explore teachers' perceptions of SEL; (c) explore teachers' perceptions of supporting children exposed to familial risk; and (d) explore teacher perceptions of the impact of COVID-19 in the classroom. Data collected included clinical records, juvenile court records, and teacher-reports on child social-emotional functioning for 103 enrolled Head Start children. Qualitative interviews exploring perceptions on SEL and the impact of familial risk were also conducted with Head Start teachers. Results demonstrate high rates of familial risk and adversity with over half of children experiencing 7 or more familial risk factors and 14.6% of enrolled children having a court-substantiated record of maltreatment. While total familial risk and adverse events were associated with several child social-emotional skills, court-substantiated maltreatment was not. Teachers identified several facilitators and barriers to SEL including time constraints, parent-teacher partnerships, language, staff support, and familiarity. Teachers also identified facilitators and barriers to supporting children exposed to familial risk including consistent routines, parent relationships, and training. Findings provide rich information about the role of teachers in facilitating SEL, particularly for children exposed to familial risk. Policy and practice implications for Head Start and other early childhood education programs are discussed.

ISBN: 9798426811515Subjects--Topical Terms:

555678
Psychobiology.
Subjects--Index Terms:

Childhood adversity

Learning Social and Emotional Skills in Head Start: Influence of Familial Risk Factors and Teacher Perceptions.
LDR:03499nmm a2200361 4500 001 2404621
005 20241216064744.5
006 m o d
007 cr#unu||||||||
008 251215s2022 ||||||||||||||||| ||eng d
020 $a 9798426811515
035 $a (MiAaPQ)AAI29068059
035 $a AAI29068059
040 $a MiAaPQ $c MiAaPQ
100 1 $a McCoy, Kelsey. $3 3774938
245 1 0 $a Learning Social and Emotional Skills in Head Start: Influence of Familial Risk Factors and Teacher Perceptions.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 114 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-10, Section: B.
500 $a Advisor: Hansen, David J.
502 $a Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2022.
520 $a Social-emotional competence has a profound impact on healthy child development and is associated with numerous outcomes that persist across the lifespan (Bettencourt et al., 2017; Jones et al., 2015). Children enrolled in Head Start are at an increased risk for deficits in social and emotional skills (Yoshikawa et al., 2012) due to numerous familial risk factors across a bioecological framework (Bronfenbrenner & Morris, 2006). Thus, it is critically important to support social-emotional learning (SEL) in early childhood, particularly in Head Start where children have an increased risk for deficits. Despite substantial literature on teachers and social-emotional learning, previous research has overlooked teachers' perceptions on SEL for children exposed to adversity. The current study aimed to: (a) identify the relation of familial risk factors and adverse events with child social and emotional skills; (b) explore teachers' perceptions of SEL; (c) explore teachers' perceptions of supporting children exposed to familial risk; and (d) explore teacher perceptions of the impact of COVID-19 in the classroom. Data collected included clinical records, juvenile court records, and teacher-reports on child social-emotional functioning for 103 enrolled Head Start children. Qualitative interviews exploring perceptions on SEL and the impact of familial risk were also conducted with Head Start teachers. Results demonstrate high rates of familial risk and adversity with over half of children experiencing 7 or more familial risk factors and 14.6% of enrolled children having a court-substantiated record of maltreatment. While total familial risk and adverse events were associated with several child social-emotional skills, court-substantiated maltreatment was not. Teachers identified several facilitators and barriers to SEL including time constraints, parent-teacher partnerships, language, staff support, and familiarity. Teachers also identified facilitators and barriers to supporting children exposed to familial risk including consistent routines, parent relationships, and training. Findings provide rich information about the role of teachers in facilitating SEL, particularly for children exposed to familial risk. Policy and practice implications for Head Start and other early childhood education programs are discussed.
590 $a School code: 0138.
650 4 $a Psychobiology. $3 555678
650 4 $a Educational psychology. $3 517650
650 4 $a Early childhood education. $3 518817
653 $a Childhood adversity
653 $a Early childhood education
653 $a Social-emotional learning
690 $a 0349
690 $a 0525
690 $a 0518
710 2 $a The University of Nebraska - Lincoln. $b Psychology. $3 1020482
773 0 $t Dissertations Abstracts International $g 83-10B.
790 $a 0138
791 $a Ph.D.
792 $a 2022
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29068059