Social-Emotional Development, School Readiness, Teacher–Child Interactions, and Classroom Environment

Autor:	Geoffrey A. Nagle, Allison Boothe, Janet C. Rice, Krystal Vaughn, Sherryl Scott Heller, Angela W. Keyes, Margo Sidell
Rok vydání:	2012
Předmět:	Medical education Logical reasoning media_common.quotation_subject education Applied psychology Social change Logic model Mental health Education Intervention (counseling) Developmental and Educational Psychology Paro Quality (business) Early childhood Psychology media_common
Zdroj:	Early Education & Development. 23:919-944
ISSN:	1556-6935 1040-9289
DOI:	10.1080/10409289.2011.626387
Popis:	This article investigates the effectiveness of a statewide 6-month early childhood mental health consultation (ECMHC) model on teachers’ emotional support of children and classroom organization. We provide a brief historical and theoretical background of the field of ECMHC, present the logic model for our ECMHC intervention, and discuss the existing research that supports this logic model. Research Findings: Participants included 445 teachers from 158 child care centers statewide. The mental health consultation improved the quality of early childhood teachers’ interactions (e.g., emotional support and classroom organization) with children in their care. Teachers with more experience and more than a high school degree tended to score higher on many of the Classroom Assessment Scoring System (R. C. Pianta, K. M. La Paro, & B. K. Hamre, 2008) dimensions. Practice or Policy: This study demonstrates that mental health consultants can partner successfully with early childhood educators and provide support that ...
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::32bc3fa783fb320ed113e9942c10cbd0 https://doi.org/10.1080/10409289.2011.626387 Zobrazit plný text záznamu