The role of teachers in implementing effective play in early childhood and educational centers
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Date
2013Author
Kwach.
Alphonce, O.
Kwach, O.
Ogwan’g, Isabel.
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Over the last several years, there has been an increased focus on school
readiness and supporting children during the preschool years to learn the skills they
need to be successful in elementary school and beyond (Bowman, Donovan, Bums,
et al., 2000; Shonkoff & Phillips, 2000). The capacity to develop positive social
relationships, to concentrate and persist on challenging tasks, to effectively communicate emotions, and to problem solve are just a few of the competencies young
children need to be successful as they transition to school. In this article, we describe
the Teaching Pyramid (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003), a model for
promoting young children's social-emotional development and addressing children's
challenging behavior and its link to critical outcomes for children, families, and early
childhood programs. The Pyramid includes four components: building positive relationships with children, families, and colleagues; designing supportive and engaging
environments; teaching social and emotional skills; and developing individualized
interventions for children with the most challenging behavior. Given the unique
characteristics of early childhood settings, implementation issues and implications of
the model are a primary focus of the discussion.
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