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ERIC Number: EJ1021396
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-1363-2752
Early Years Practitioners' Views on Early Personal, Social and Emotional Development
Aubrey, Carol; Ward, Karen
Emotional & Behavioural Difficulties, v18 n4 p435-447 2013
Current policy guidance stresses the need for early identification of obstacles to learning and appropriate intervention. New standards for learning (Early Years Foundation Stage) place personal, social and emotional development (PSED) as central to learning and development. This paper reports a survey and follow-up interviews with early years practitioners on early identification and intervention of young children with difficulties in PSED. As previous research with primary and secondary colleagues has shown, practitioners find low-level disturbance occurring most frequently. Although aggressive behaviour (hurting others, kicking, hitting and biting) is a concern, not attending or listening and immature social skills (lack of sharing and turn-taking, and inability to relate to other children) is a bigger challenge. Practitioners report a range of strategies for formally teaching relevant skills but point to the greater challenge of supporting recent immigrants where different cultural and social norms need to be understood.
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: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom