Literaturnachweis - Detailanzeige
| Autor/inn/en | Smith, Sheila; Granja, Maribel R. |
|---|---|
| Institution | National Center for Children in Poverty |
| Titel | The Voices of Maine's Early Care and Education Teachers: Children with Challenging Behavior in Classrooms and Home-Based Child Care |
| Quelle | (2018), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Child Behavior; Behavior Problems; Child Care; Preschool Teachers; Teacher Characteristics; Preschool Education; Incidence; Family Characteristics; Barriers; Preschool Children; Maine |
| Abstract | This report presents findings from The Social-Emotional Learning and Development (SELD) Survey, a survey of Maine's early care and education (ECE) teachers and providers about their experiences related to young children with challenging behavior. These experiences included young children displaying different types of challenging behavior, children leaving the program due to challenging behavior, and teachers' and providers' efforts to address the needs of children experiencing behavior problems. The survey also asked teachers and providers about the resources they need to help them meet the needs of young children with challenging behavior and promote their positive social-emotional development. All lead teachers in publicly funded center-based child care, Head Start/Early Head Start, and preschool programs, and family child care providers in Maine who could be reached by a working email, were invited to participate in the survey. Results of the survey suggest that Maine's early care and education teachers and providers commonly encounter young children with serious challenging behavior. More than half of the teachers voiced the view that these behaviors have at least some negative impact on other children's learning and safety. One in five teachers reported that children with challenging behavior were removed from an early care and education setting when a parent, teacher, or both concluded the setting could not meet the child's needs, and children typically did not move into another regulated setting. Almost half of the teachers also reported caring for children with challenging behavior who live in families that experience adverse circumstances, including health and mental health problems, substance abuse, or domestic violence. When asked about what would help them address children's challenging behavior, almost half of the teachers recommended increasing supports to families to help them with poverty-related problems, substance abuse, mental health, and other challenges. Over half of the teachers also recommended increased opportunities for group training and on-site assistance from specialists who can provide consultation to help teachers address children's challenging behavior and promote positive social-emotional development of young children. Overall, the results tell a compelling story of a multi-faceted problem and potential approaches to addressing it that could increase the well-being and opportunities for school success for large numbers of Maine's youngest citizens. (ERIC). |
| Anmerkungen | National Center for Children in Poverty. 215 West 125th Street Third Floor, New York, NY 10027. Tel: 646-284-9600; Fax: 646-284-9623; e-mail: info@nccp.org; Web site: http://www.nccp.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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