ERIC Number: EJ915970
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1090-1027
EISSN: N/A
Perceptions of Preservice Early Educators: How Adults Support Preschoolers' Social Development
DellaMattera, Julie N.
Journal of Early Childhood Teacher Education, v32 n1 p26-38 2011
Studies show that for preschool-age children, social skills can have a profound effect on, and be a predictor of, future societal success and school achievement. Therefore, it is essential that young children develop appropriate social behaviors. To do this, preschoolers need support and guidance from the adults in their life: parents, family, and early educators. This study looks at the perceptions of preservice early educators in regards to their understanding of preschoolers' social and antisocial behaviors, their assumptions about what appropriate adult interventions might be, and their beliefs about the role they, as early educators, play in supporting young children's social development. (Contains 2 figures and 5 tables.)
Descriptors: Academic Achievement, Young Children, Social Development, Interpersonal Competence, Student Teacher Attitudes, Preservice Teachers, Adults, Skill Development, Parent Role, Family Involvement, Social Behavior, Antisocial Behavior, Intervention, Teacher Role
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A