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

Heller, Sherryl Scott; Rice, Janet C.; Boothe, Allison; Sidell, Margo; Vaughn, Krystal; Keyes, Angela W.; Nagle, Geoffrey A.

doi:10.1080/10409289.2011.626387

Cited by 31 publications

(29 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Besides, as Kirk and Jay (2018) have noted, the teachers demeanor and behavior plays an important role in children's social-emotional competences (Heller et al, 2012) and a school's success can be determined by the bonds made between children and the environment, and their relationship with their teachers (Reynolds et al, 2009). Thanks to teacher training and the importance placed on teacher's relationships with children and families, both schools have accomplished this aim that facilitates the relationship between school and society.…”

Section: Discussionmentioning

confidence: 99%

“…Sasson et al (2020) state that training programs should emphasize pedagogical development, enabling efficient educators who relate better to their profession. Moreover, teachers' behavior regarding the creation of a positive emotional and social environment can enhance young children's social-emotional competence (Heller et al, 2012;Kirk & Jay, 2018). Consequently, Montessori (2019) pays special attention to adult training, as they are responsible for guiding their development and offering inclusive practices that respect every child.…”

Section: Teacher Guidancementioning

confidence: 99%

See 1 more Smart Citation

The Bases of Montessori Pedagogy as a Facilitating factor for Child Development in Burkina Faso and Spain

Macià-Gual¹

2021

EUROPEAN J ED RES

View full text Add to dashboard Cite

<p style="text-align: justify;">Education faces barriers all over the world, which sometimes makes it difficult to look after children’s rights and their individual development. Hence, society is clamoring for new practices, and different approaches are emerging, Montessori among them. Despite the fact that this approach was developed to attend to the poor strata, nowadays it is basically promoted by elitist sectors, though it can be perfectly applied as an education system for all children, regardless of their socio-economic and cultural backgrounds. This study analyzes the bases of Montessori pedagogy in a school from a low-to-middle-income country (LMIC), Burkina Faso, and another school in a high-income country (HIC), Spain. The study takes into account children, family, school environment and teacher training all of which contribute to children’s development.</p>

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Teacher Guidancementioning

confidence: 99%

The Bases of Montessori Pedagogy as a Facilitating factor for Child Development in Burkina Faso and Spain

Macià-Gual¹

2021

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…For this reason, these psychological acquisitions in their minds take place in every moment and in any peer or adult interaction. Heller et al (2012) added that teacher-child interactions and teacher behaviour reinforce a positive social and emotional environment that can enhance children's social-emotional competences. Social-problem solving can be trained and learned in the early years and form the social and emotional abilities.…”

Section: Considerations Of the Prepared Environment A Created Place mentioning

confidence: 99%

Demands in Early Childhood Education: Montessori Pedagogy, Prepared Environment, and Teacher Training

Macià-Gual

Peñafiel

2020

IJRES

View full text Add to dashboard Cite

Recognizing the inherent attention in examining how educational practices affect our future, there is little known about society’s demands related to early childhood education. This paper aims to analyze the current preschool enrolment situation in the Euro-Western world and the demands of society, focusing attention on the characteristics needed in the prepared environment and in teacher training practices that inclusive education offers. Different socio-cultural theories have been analyzed, and practices regarding human development have been presented as they guarantee an integral development of the child, one which respects infant developmental stages and offers the right scaffolding and environment to stimulate a child’s interest and potential. All these aspects are claimed in society, and are reflected in the Montessori Pedagogy principles, where thanks to the observation and knowledge regarding children’s needs, educators can prepare stimulating environments that lead to personal formative development.

show abstract

“…Another approach is offered by EC mental health consultation (Heller et al, 2012), which has been shown to improve teacher RF (Virmani, Masyn, Thompson, Conners-Burrow, & Mansell, 2013;Virmani & Ontai, 2010), teacher-child interactions, and child outcomes (Alkon, Ramler, & MacLennan, 2003;Heller et al, 2012;Perry, Allen, Brennan, & Bradley, 2010;Virmani et al, 2013). Early Childhood Education (ECE) faculty could build reflective supervision into student teaching by modeling a reflection; facilitating wondering about the meaning behind child behaviors; and asking about students' emotional reactions to case studies, vignettes, and video examples (Slade, 2007).…”

Section: Pedagogical Implications For Preparing Infant/toddler Profesmentioning

confidence: 99%

Attachment Predicts College Students’ Knowledge, Attitudes, and Skills for Working With Infants, Toddlers, and Families

Vallotton

Torquati

Ispa

et al. 2015

Early Education and Development

View full text Add to dashboard Cite

Research Findings: Adults' attitudes about attachment relationships are central to how they perceive and respond to children. However, little is known about how attachment styles are related to teachers' attitudes toward and interactions with infants and toddlers. From a survey of 207 students taking early childhood (EC) courses at 4 U.S. universities, we report relations among students' attachment styles and their (a) career goals, (b) attitudes about caring for and educating infants and young children,

show abstract

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

Cited by 31 publications

References 22 publications

The Bases of Montessori Pedagogy as a Facilitating factor for Child Development in Burkina Faso and Spain

The Bases of Montessori Pedagogy as a Facilitating factor for Child Development in Burkina Faso and Spain

Demands in Early Childhood Education: Montessori Pedagogy, Prepared Environment, and Teacher Training

Attachment Predicts College Students’ Knowledge, Attitudes, and Skills for Working With Infants, Toddlers, and Families

Contact Info

Product

Resources

About