دورية أكاديمية
Educators' Perspectives on the Role the Early Childhood Education and Care Environment Plays in Supporting Children's Social and Emotional Development
| العنوان: | Educators' Perspectives on the Role the Early Childhood Education and Care Environment Plays in Supporting Children's Social and Emotional Development |
|---|---|
| اللغة: | English |
| المؤلفون: | Andrea Tamblyn (ORCID |
| المصدر: | Australasian Journal of Early Childhood. 2024 49(2):140-154. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.comTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 15 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| الواصفات: | Teacher Attitudes, Early Childhood Education, Preschool Teachers, Child Care, Social Emotional Learning, Building Design, Self Control, Barriers, Reflective Teaching, Teacher Collaboration, Educational Environment, Space Utilization, Foreign Countries, Sensory Experience, Physical Environment, Child Development |
| مصطلحات جغرافية: | Australia |
| DOI: | 10.1177/18369391231221560 |
| تدمد: | 1836-9391 0312-5033 |
| مستخلص: | This study explored educators' perspectives on the role the physical and sensory Early Childhood Education and Care (ECEC) environment plays in supporting children's social and emotional development. Ten semi-structured interviews were conducted, in August 2022, at two ECEC sites in Victoria, Australia. Data were thematically analysed and key findings suggest children engage and interact with their environment to facilitate opportunities for social interactions and emotional regulation. Environmental stimuli can have a positive and negative influence on children's social and emotional competence. Educators reported lack of resources, building design, and limited staffing were barriers to using the environment. Reflective practice, collaboration within teams and services, and access to resources strengthened the use of the environment in everyday practice. Optimal environments rely on educator reflections and responsivity to adapt the environment to the needs of the children utilising the space. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1426018 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1836-9391 0312-5033 |
|---|---|
| DOI: | 10.1177/18369391231221560 |