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Promoting Social Skills Proficiency in Preschool : = Pennsylvania Pre-K Counts Teachers' Perceptions about Effective Practices.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Promoting Social Skills Proficiency in Preschool :/
其他題名:	Pennsylvania Pre-K Counts Teachers' Perceptions about Effective Practices.
作者:	Mullen, Anita Marie.
面頁冊數:	1 online resource (280 pages)
附註:	Source: Dissertations Abstracts International, Volume: 75-10, Section: A.
Contained By:	Dissertations Abstracts International75-10A.
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9781303631023

Promoting Social Skills Proficiency in Preschool : = Pennsylvania Pre-K Counts Teachers' Perceptions about Effective Practices.
Mullen, Anita Marie.

Promoting Social Skills Proficiency in Preschool :Pennsylvania Pre-K Counts Teachers' Perceptions about Effective Practices. - 1 online resource (280 pages)

Source: Dissertations Abstracts International, Volume: 75-10, Section: A.

Thesis (Ed.D.)--Walden University, 2013.

Includes bibliographical references

Federal and state academic standards are being applied earlier than ever before to young children, and preschool teachers are experiencing increased demands and accountability for meeting these standards. However, little is known about how these increased demands can be met at the same time that teachers promote children's development of essential social skills. . The research question examined in this grounded theory study focused on understanding how specific practices and perceptions of Pennsylvania Pre-K Counts teachers related to social skill development for high-risk preschoolers. Bowlby's attachment theory, Vygotsky's theories of social learning, Maslow's hierarchy of needs, and Erikson's 8 stages of man, formed the framework for this research. Data sources included in-depth interviews with 6 Pennsylvania Pre-K Counts teachers, teacher journals using the CLASS assessment tool, and a review of the Pennsylvania Annual Reports to monitor the progress of those teachers' students in social skill development. Data analysis was conducted through the coding process and the constant comparative method to help identify emerging themes. The emerging theory relating to social development indicated that program guidelines influence teaching strategies and classroom management strategies. These strategies in combination with parent involvement, qualified assistant teachers, lower classroom percentages of special needs children promote social skill development in high-risk preschool programs. This study has the potential to support positive social change as it will inform a social skills development model framed by teacher input, which may lead to more effective teaching techniques in the early childhood classrooms.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781303631023Subjects--Topical Terms:

557157
Early childhood education.
Subjects--Index Terms:

Child developmentIndex Terms--Genre/Form:

554714
Electronic books.

Promoting Social Skills Proficiency in Preschool : = Pennsylvania Pre-K Counts Teachers' Perceptions about Effective Practices.
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