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首页> 美国卫生研究院文献>International Journal of Environmental Research and Public Health >It’s Embedded in What We Do for Every Child: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning
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It’s Embedded in What We Do for Every Child: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning

机译：它嵌入了我们为每个孩子所做的：对幼儿教育员工的定性探索支持儿童社会和情感学习

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Early childhood educators play an important role in supporting children’s social and emotional development. While a growing body of research has examined the impact of curriculum-based social and emotional learning (SEL) programs on child outcomes, the approaches educators use to strengthen children’s social and emotional functioning through their everyday practices are less defined. This study explored Australian early childhood educators’ perspectives on children’s social and emotional development, the approaches educators use to encourage children’s social and emotional skills, the enablers and barriers to SEL within the preschool environment, and the additional support needed. Thirty Early Childhood Education and Care professionals participated in semi-structured interviews and focus group discussions. Findings suggest children’s social–emotional development is at the forefront of educator planning, practice, and reflection. Participants described utilising various approaches to support children’s social and emotional skills, embedded within interactions and relationships with children and families. Specifically, strategies could be grouped into four broad categories: a nurturing and responsive educator–child relationship; supporting SEL through everyday interactions and practice; utilising the physical environment to encourage SEL; and working in partnership with caregivers. There was, however, inconsistency in the variety and type of approaches identified. Time constraints, group size, educator confidence and capability, high staff turnover, and limited guidance regarding high-quality social and emotional pedagogy were identified as key barriers. Participants sought practical strategies that could be embedded into daily practice to build upon current knowledge.
机译：幼儿教育工作者在支持儿童的社会和情感发展方面发挥着重要作用。虽然越来越多的研究已经审查了基于课程的社会和情感学习（SEL）计划对儿童结果的影响，但是教育工作者用来通过日常做法加强儿童社会和情感功能的方法不太明确。本研究探讨了澳大利亚早期儿童教育工作者对儿童社会和情感发展的看法，教育工作者使用的方法来鼓励儿童的社会和情感技能，使能源和障碍在学前教育环境中，以及所需的额外支持。三十个早期的儿童教育和护理专业人士参加了半结构化访谈和焦点小组讨论。调查结果表明，儿童的社交情绪发展是教育家规划，练习和反思的最前沿。参与者使用各种方法来支持儿童的社会和情感技能，嵌入与儿童和家庭的互动和关系中。具体而言，战略可以分为四大类：培育和响应的教育者 - 儿童关系;通过日常的互动和练习来支持Sel;利用物理环境鼓励SEL;并与看护人合作。然而，在确定的各种方法中存在不一致。时间限制，团体规模，教育者信任和能力，高人员营业额，以及关于高质量社会和情感教育学的有限指导被确定为关键障碍。参与者寻求实际战略，可以嵌入日常练习，以建立在当前的知识上。

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