Preparing Early Childhood Educators to Address Young Children's Social-Emotional Development and Challenging Behavior: A Survey of Higher Education Programs in Nine States

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Abstract

This article presents results from a survey of faculty members from 2- and 4-year higher education programs in nine states that prepare teachers to work with preschool children. The purpose of the study was to determine how professors address content related to social-emotional development and challenging behaviors, how well prepared they believe graduates are to address these issues, and resources that might be useful to better prepare graduates to work with children with challenging behavior. Of the 225 surveys that were mailed, 70% were returned. Faculty members reported their graduates were prepared on topics such as working with families, preventive practices, and supporting social emotional development but less prepared to work with children with challenging behaviors. Survey findings are discussed related to differences between 2- and 4-year programs and between programs with and without a special education component. Implications for personnel preparation and future research are discussed.

Original languageEnglish (US)
Pages (from-to)321-340
Number of pages20
JournalJournal of Early Intervention
Volume30
Issue number4
DOIs
StatePublished - Aug 2008

Keywords

  • Challenging behaviors
  • Early childhood educators
  • Early childhood special educators
  • Problem behaviors
  • Social emotional development
  • Survey methods
  • Teacher preparation

ASJC Scopus subject areas

  • Rehabilitation
  • Health Professions(all)
  • Education
  • Developmental and Educational Psychology

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