Framework and Suggestions for Kindergarten to Third Grade Teachers in Managing Asthma and Other Related Chronic Illnesses

Autor/inn/en	Neuharth-Pritchett, Stacey; Hirt, Sofia; Getch, Yvette Q.; Schilling, Ethan J.
Titel	Framework and Suggestions for Kindergarten to Third Grade Teachers in Managing Asthma and Other Related Chronic Illnesses
Quelle	In: Journal of Early Childhood Teacher Education, 44 (2023) 4, S.833-852 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neuharth-Pritchett, Stacey) ORCID (Hirt, Sofia) ORCID (Getch, Yvette Q.) ORCID (Schilling, Ethan J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Elementary School Students; Diseases; Faculty Development; Teacher Attitudes; Teacher Student Relationship; Early Childhood Education; Grade 3; Chronic Illness; State Policy; Classroom Techniques; Standards; First Aid; Knowledge Level; Kindergarten; Georgia; Kentucky + Suchen Sie Ihr Suchwort? Disease; Krankheit; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School year 03; 3. Schuljahr; Schuljahr 03; Chronic disease; Chronische Krankheit; Klassenführung; Standard; Unfallhilfe; Wissensbasis
Abstract	Early childhood educator preparation program curricula contain limited course work and accompanying field experiences on chronic illness management and supporting young children with these conditions. The current study examines data from 319 kindergarten to third grade teachers from the southeastern United States and their perceptions of statewide resources, school supports, and professional learning surrounding chronic illness and asthma management in schools. Results indicated teachers were not aware of the statewide supports for understanding regulations and accessing policies to assist children with chronic illness and asthma and that teachers were not adequately prepared to support children with chronic illness in their classrooms. Preparation programs did not include specific standards or experiences for supporting and teaching children with chronic illness. Teachers identified in-service opportunities as the educational context where professional learning about chronic illness took place. Twenty percent of teachers did not have strategies in place nor a minimum level of knowledge about medical emergencies or First Aid/CPR. We present a framework for addressing chronic illness with specific suggestions for improved preparation for teachers to enhance the early learning experiences of children in their classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01