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Improving Interactions Between Teachers and Young Children with Problem Behavior: A Strengths-Based Approach

机译:加强教师与幼儿之间存在问题行为的互动:一种基于优势的方法

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Young children who exhibit problem behavior are at-risk for a host of negative developmental outcomes. Early intervention at multiple ecological levels is crucial to interrupt what can be a detrimental transactional cycle between children and their caregivers, including their teachers. In this article we promote a strengths-based approach to improving teacher-child interactions, which may serve as a protective factor for children with early-onset problem behavior in early childhood classrooms. Specifically, we describe how increases in targeted teacher behaviors can foster the desirable behavior of young children by capitalizing on skills the children already possess while enhancing those skills necessary for social competence and pre-academic success.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/09362831003673101
机译:表现出问题行为的幼儿面临许多负面的发展成果的危险。在多个生态层面上进行早期干预,对于中断儿童及其照顾者(包括他们的老师)之间可能是有害的交易周期至关重要。在本文中,我们提倡基于优势的方法来改善师生互动,这可以作为幼儿课堂中出现早期问题行为的儿童的保护因素。具体来说,我们描述了有针对性的教师行为的增加如何通过利用孩子们已经拥有的技能,同时增强社交能力和学前成功所必需的技能来培养幼儿的理想行为。查看全文下载全文相关的var addthis_config = {ui_cobrand :“ Taylor&Francis Online”,services_compact:“ citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more”,pubid:“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/09362831003673101

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