Supporting Early Childhood Teachers to Promote Children’s Social Competence: Components for Best Professional Development Practices
Document Type
Article
Publication Date
2014
Keywords
Social competence, Professional development, Early childhood teachers
Digital Object Identifier (DOI)
https://doi.org/10.1007/s10643-013-0584-7
Abstract
There is a growing recognition that young children’s social competence is critical because it is positively associated with their school readiness and academic success. However, professional development (PD) opportunities for early childhood teachers to enhance their roles in promoting young children’s social competence are limited. In this article, five key components of best PD on social competence for early childhood teachers are recommended. These include (1) identifying PD content based on participants’ contextual needs; (2) sequencing PD aligned with the positive behavior support framework; (3) providing opportunities for participants to receive feedback on their implementation; (4) guiding participants to reflect on their own practices; and (5) embracing socio-cultural perspectives throughout the PD.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Early Childhood Education Journal, v. 42, p. 171-179
Scholar Commons Citation
Han, Heejeong Sophia, "Supporting Early Childhood Teachers to Promote Children’s Social Competence: Components for Best Professional Development Practices" (2014). Department of Curriculum, Instruction, and Learning Faculty Publications. 23.
https://digitalcommons.usf.edu/cil_facpub_tampa/23
