ERIC Number: ED352137
Record Type: Non-Journal
Publication Date: 1992-Jul
Reference Count: N/A
Individualizing Response to Child Stress in the Preschool Setting: Exploring Practitioner Beliefs Regarding Coaching Coping and Development of Self-Regulation.
Melsa, Katherine S.
In a study of the attitudes of early childhood professionals, 63 preschool teachers of children ages 3 through 5 and 20 preschool center directors in Naperville, Illinois were surveyed. Statements in the survey were developed using the guidelines from the National Association for the Education of Young Children concerning developmentally appropriate practice in early childhood education. Statements recognized situations that cause stress in a child in the preschool setting, namely, lack of awareness of socially approved behaviors on the part of the child; ambiguity and inconsistency of adult communication; information processing overload; lack of perceived control; and individuality of response to stressors. Statements also involved adult recognition that self-control evolves and that young children can learn self-control with the help of a knowledgeable coach. Some statements in the survey concerned issues related to denying children a sense of personal control. Results showed that respondents appeared to agree with most NAEYC guidelines for developmentally appropriate adult-child interactions. A reference list of about 70 items is included. Appendixes include a sample survey and cover letter. (MM)
Descriptors: Administrator Attitudes, Administrators, Anxiety, Classroom Environment, Coping, Developmentally Appropriate Practices, Preschool Children, Preschool Education, Preschool Teachers, Self Control, Stress Management, Student Behavior, Surveys, Teacher Attitudes, Teacher Response, Teacher Student Relationship
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A