Improving Community-Based Preschool Teacher Confidence

Autor/inn/en	Stancliff, Sherry R.; Baist, Heidi
Titel	Improving Community-Based Preschool Teacher Confidence
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 14 (2021) 1, S.59-74 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2020.1799905
Schlagwörter	Occupational Therapy; Allied Health Personnel; Preschool Teachers; Preschool Children; Religious Schools; Consultation Programs; Program Effectiveness; Professional Development; Self Efficacy; Motor Development; Psychomotor Skills; Handwriting; School Readiness; Developmentally Appropriate Practices; Inservice Teacher Education; North Carolina (Winston Salem) + Suchen Sie Ihr Suchwort? Beschäftigungstherapie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Fachberatung; Self-efficacy; Selbstwirksamkeit; Motorische Entwicklung; Psychomotorische Aktivität; Handschrift; Readiness for school; School ability; Schulreife; Entwicklungsbezogene Bildung; Lehrerfortbildung
Abstract	The project used a mixed quantitative and qualitative pretest-posttest design to determine the impact of consultation and collaboration of occupational therapy services in a faith-based preschool. Preschool teachers were educated on the importance of motor skill development in preschool students, as well as how to create motor skill opportunities within the classroom setting. Preschool teachers who completed the 6-week educational modules with consultation indicated improved confidence in abilities to incorporate motor development activities into the preschool day. The project supported consultation between the occupational therapist and teacher as a successful method of intervention to meet student needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01