The exploration of preschool teachers' understanding and classroom experience of socio-emotional development in early childhood and the role it plays in school readiness
Year: 2019
Type: article
Abstract: The following terms and definitions were used during the course of this research study:Early childhood development: refers to an umbrella term that applies to the processes by which children grow and thrive mentally, physically, emotionally, socially, spiritually, and morally from birth to at least nine years of age (Department of Education, 2001). Preschool teacher: refers to an individual providing early education prior to Grade 1.Preschool: refers to the early schooling years prior to Grade 1.Socio-emotional development: refers to the acquisition of a set of skills involving the ability to identify and understand one's own feelings, to manage strong emotions and their expression in a positive manner, to accurately read and understand the emotional states in others, to develop empathy for others, to regulate one's own behaviour, and to establish and maintain relationships (National Scientific Council on the Developing Child, 2005).School readiness: refers to "the state of child competencies at the time of school entry that were important for later success" (Snow, 2006, p. 9), which includes both socio-emotional and pre-academic competencies (Raver, Garner & Smith-Donald, 2007).
Author: Tessa Goldschmidt
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2946560298