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Basic Qualitative Study of Social-Emotional Regulation Teaching Strategies for Kentucky Preschoolers.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Basic Qualitative Study of Social-Emotional Regulation Teaching Strategies for Kentucky Preschoolers./
Author:	Rutherford, Maria Christina.
Description:	1 online resource (171 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 81-11, Section: A.
Contained By:	Dissertations Abstracts International81-11A.
Subject:	Curriculum development. -
Online resource:	click for full text (PQDT)
ISBN:	9798641899398

Basic Qualitative Study of Social-Emotional Regulation Teaching Strategies for Kentucky Preschoolers.
Rutherford, Maria Christina.

Basic Qualitative Study of Social-Emotional Regulation Teaching Strategies for Kentucky Preschoolers. - 1 online resource (171 pages)

Source: Dissertations Abstracts International, Volume: 81-11, Section: A.

Thesis (Ph.D.)--Capella University, 2020.

Includes bibliographical references

The basic qualitative study focused on how 12 preschool teachers in Title I schools within Kentucky described teaching strategies used to promote the social-emotional regulation of preschoolers. The study included 12 Kentucky teacher participants interviewed individually face-to-face, using semi-structured interview questions. The Kentucky teacher participants also provided pictures and documents from their classrooms to support descriptions of their teaching strategies. The data from the transcribed interviews displayed six themes clustering into three significant findings: •the significance of personal relationships between the child, district, family, school, and teacher;•a rich understanding of fostering independence through relationships to build social-emotional regulations through the environment, play, friends, and school culture, and specific;•and unique teaching strategies used by the Kentucky teacher participants to teach social-emotional regulation. The recommendations for this study were developed directly from the data to support the decrease in the school readiness gap. Furthermore, the recommendations support building social-emotional regulation in preschoolers across the world. Further research on the knowledge and understanding of social-emotional learning teaching strategies within the Kentucky preschool classroom of all teachers is needed to compare the specific teaching strategies used by certified and noncertified preschool teachers. To extend the understanding of preschool teachers, further research is needed to understand the depth and breadth of certified and noncertified Kentucky teachers using a specific social-emotional curriculum to build social-emotional regulation. Lastly, further research is needed to understand whether Kentucky's professional development would increase the knowledge of teachers providing intense individualized intervention to develop and strengthen social-emotional regulation in preschoolers.

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

Mode of access: World Wide Web

ISBN: 9798641899398Subjects--Topical Terms:

1148494
Curriculum development.
Subjects--Index Terms:

Executive functionsIndex Terms--Genre/Form:

554714
Electronic books.

Basic Qualitative Study of Social-Emotional Regulation Teaching Strategies for Kentucky Preschoolers.
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