Supporting Early Childhood Teachers to Promote Children's Social Competence: Components for Best Professional Development Practices

Early Childhood Education Journal

Volumn 42, Issue 3, 2014, Pages 171-179

  Han, Heejeong Sophia ^a  

^a UNIVERSITY OF SOUTH FLORIDA   (United States)

Author keywords

Early childhood teachers; Professional development; Social competence

Indexed keywords

EID: 84897612076     PISSN: 10823301     EISSN: 15731707     Source Type: Journal    
DOI: 10.1007/s10643-013-0584-7     Document Type: Review

References (65)

1. Albrecht, K. M., & Engel, B. (2007). Moving away from a quick-fix mentality to systematic professional development. Young Children, 62(4), 18-25.
2. Apple, P., & McMullen, M. B. (2007). Envisioning the impact of decisions made about early childhood professional development systems by different constituent groups. Contemporary Issues in Early Childhood, 8, 255-264.
3. Avalos, B. (2010). Teacher professional development in teaching and teacher education over ten years. Teacher and Teacher Education, 27, 10-20.
4. Birch, S. H., & Ladd, G. W. (1996). Interpersonal relationships in the school environment and children's early school adjustment: The role of teachers and peers. In K. W. Wentzel & J. H. Juvonen (Eds.), Social motivation: Understanding children's school adjustment (pp. 199-225). New York, NY: Cambridge University Press.
5. Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of school-wide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trail in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
6. Buscemi, L., Bennett, T., Thomas, D., & Deluca, D. A. (1995). Head start: Challenges and training needs. Journal of Early Intervention, 20, 1-13.
7. Buysse, V., Winton, P. J., & Rous, B. (2009). Reaching consensus on a definition of professional development for the early childhood field. Topics in Early Childhood Special Education, 28, 235-243.
8. Carter, D. R., & van Norman, R. K. (2010). Class-wide positive behavior support in preschool: Improving teacher implementation through consultation. Early Childhood Education Journal, 38, 279-288.
9. Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. In A. Iran-Nejar & P. D. Pearson (Eds.), Review of research in education (pp. 249-305). Washington, DC: American Educational Research Association.
10. Dall' Alba, G., & Sandberg, J. (2006). Unveiling professional development: A critical review of stage models. Review of Educational Research, 76(3), 383-412.
11. Dana, N. F., & Yendol-Hoppey, D. (2008). The reflective educator's guide to professional development: Coaching inquiry-oriented learning communities. Thousand Oaks, CA: Corwin.
12. Darling-Hammond, L., & Garcia-Lopez, S. P. (2002). What is diversity? In L. Darling-Hammond, J. French, & S. P. Garcia-Lopez (Eds.), Learning to teach for social justice (pp. 9-38). New York, NY: Teachers College Press.
13. Darling-Hammond, L., & McLaughlin, M. (1996). Policies that support professional development in an era of reform. In M. W. McLaughlin & I. Obserman (Eds.), Teacher learning: New policies, new practices (pp. 202-218). New York, NY: Teachers College Press.
14. Dickinson, D. K., & Caswell, L. (2007). Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the Literacy Environment Enrichment Program (LEEP). Early Childhood Research Quarterly, 22, 243-260.
15. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432.
16. Epstein, A. S. (1993). Training for quality: Improving early childhood programs through systematic in-service training. Ypsilanti, MI: High/Scope Press.
17. Fox, L., Hemmeter, M., Snyder, P., Binder, D. P., & Clarke, S. (2011). Coaching early childhood special educators to implement a comprehensive model for promoting young children's social competence. Topics in Early Childhood Special Education, 31, 178-192.
18. Fox, L., & Lentini, R. H. (2006). You got it: Teaching social and emotional skills. Young Children, 61(6), 36-42.
19. Gilliam, W. S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten systems. Retrieved from www. fcdus. org/PDFs/NationalPreKExpulsionPaper03. 02_new. pdf.
20. Gupta, S., & Daniels, J. (2012). Coaching and professional development in early childhood classroom: Current practices and recommendations for the future. National Head Start Association Dialogue, 15, 206-220.
21. Halle, T., Zaslow, M., Tout, K., Starr, R., Wessel, J., & McSwiggan, M. (2010). Beyond how much: What we are learning about structuring effective early childhood professional development. In S. B Neuman & M. L. Kamil (Eds.), Preparing teachers for the early childhood classroom: Proven models and key principles (pp. 175-188). Baltimore, MD: Brookes.
22. Han, H. S. (2010). Sociocultural influence on children's social competence: A close look at Kindergarten teachers' beliefs. Journal of Research in Childhood Education, 24, 80-96.
23. Han, H. S. (2012). Professional development that works: Shifting preschool teachers' beliefs and use of instructional strategies to promote children's peer social competence. Journal of Early Childhood Teacher Education, 33, 251-268.
24. Han, H. S., & Thomas, M. S. (2010). No child misunderstood: Enhancing early childhood teachers' multicultural responsiveness to the social competence of diverse children. Early Childhood Education Journal, 37, 469-476.
25. Helms, J. H. (2007). Building communities of practice: Energize your professional development by connecting with a purpose. Young Children, 62(4), 12-16.
26. Hemmeter, M. L., Corso, R., & Cheatham, G. (2006). Issues in addressing challenging behaviors in young children: A national survey of early childhood educators. Paper presented at the Conference of Research Innovations in Early Intervention. San Diego, CA.
27. Hemmeter, M. L., & Fox, L. (2008). Supporting teachers in promoting children's social competence and addressing challenging behavior. In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 119-141). Washington, DC: Zero to Three.
28. Hirsh, S. (2009). A new definition. Journal of Staff Development, 30(4), 10-16.
29. Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., et al. (2009). A randomized, wait-list controlled effectiveness trail assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-144.
30. Joyce, B., & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.
31. Kamil, M. L. (2010). A comprehensive perspective on early childhood: Educator professional development. In S. B Neuman & M. L. Kamil (Eds.), Preparing teachers for the early childhood classroom: Proven models and key principles (pp. 1-15). Baltimore, MD: Brookes.
32. Kantor, R., Elgas, P. M., & Fernie, D. E. (1993). Cultural knowledge and social competence within a preschool peer cultural group. Early Childhood Research Quarterly, 8, 125-147.
33. Katz, L. G., & McClellan, D. E. (1997). Fostering children's social competence: The teacher's role. Washington, DC: National Association for the Education on Young Children.
34. Ladd, G. W. (2007). Social competence: An importance educational objective? Asia-Pacific Journal of Research in Early Childhood Education, 1(1), 3-37.
35. McCabe, L. A., & Frede, E. C. (2007). Challenging behaviors and the role of preschool education. New Brunswick, NJ: National Institute for Early Education Research. Retrieved from http://nieer. org/resources/policybriefs/16. pdf.
36. McLaren, E. M., Hall, P. J., & Fox, P. (2009). Kentucky's early childhood professional development initiative to promote social emotional competence. National Head Start Association Dialogue, 12, 170-183.
37. Morris, P., Raver, C. C., Millenky, M., Jones, S., & Lloyd, C. M. (2010). Making preschool more productive: How classroom management training can help teachers. New York, NY: MDRC.
38. National Child Care Information and Technical Assistance Center. (2010). Minimum requirements for preservice qualifications and annual ongoing training hours for center teaching roles in 2008. Retrieved from http://nccic. acf. hhs. gov/pubs/cclicensingreq/cclr-teachers. html.
39. National Staff Development Council. (2001). Standards for staff development (Rev. ed.). Oxford, OH: Author.
40. Neuman, S. B. (2010). The research we have; The research we need. In S. B Neuman & M. L. Kamil (Eds.), Preparing teachers for the early childhood classroom: Proven models and key principles (pp. 221-236). Baltimore, MD: Brookes.
41. Neuman, S. B., & Cunningham, L. (2009). The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal, 46, 532-566.
42. Ochshorn, S. (2011). Forging a new framework for professional development. A Report on the science of professional development in early childhood education: A national summit. Washington, DC: Zero to Three.
43. Peterson, S. M., & Valk, C. (2010). Beyond babysitting: Challenges and opportunities in early childhood education. In S. B Neuman & M. L. Kamil (Eds.), Preparing teachers for the early childhood classroom: Proven models and key principles (pp. 49-64). Baltimore, MD: Brookes.
44. Rasmussen, D., Hopkins, S., & Fitzpatrick, M. (2004). Our work done well is like a perfect pitch. Journal of Staff Development, 25(1), 16-25.
45. Reedy, W. B., & Jamison, K. (1988). Team building: Blueprints for productivity and satisfaction. Alexandria, VA: National Institute for Applied Behavioral Science.
46. Reyes, L. (2006). Creating an inclusive early childhood professional development system in New Mexico, USA. Contemporary Issues in Early Childhood, 7, 292-301.
47. Robert, C. (2000). Distant places, diverse spaces: Early childhood professional development in isolated locations. Contemporary Issues in Early Childhood, 1, 277-286.
48. Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford University Press.
49. Rogoff, B., Radziszewska, B., & Masiello, T. (1995). Analysis of developmental process in sociocultural activity. In L. M. W. Martin, K. Nelson, & E. Tobach (Eds.), Sociocultural psychology: Theory and practice of doing and knowing (pp. 125-149). New York, NY: Cambridge University Press.
50. Rose-Krasnor, L. (1997). The nature of social competence: A theoretical review. Social Development, 6, 111-135.
51. Rubin, K. H., Bukowski, W., & Parker, J. G. (1998). Peer interactions, relationships, and groups. In N. Eisenberg (Ed.), Handbook of child psychology: Social and emotional development (pp. 619-700). New York, NY: Wiley.
52. Sanchez, S. Y., & Thorp, E. K. (2008). Teaching to transform: Infusing cultural and linguistic diversity. In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 81-97). Washington, DC: Zero to Three.
53. Sheridan, S. M., Edwards, C. P., Marvin, C. A., & Knoche, L. L. (2009). Professional development in early childhood programs: Process issues and research needs. Early Education and Development, 20, 377-401.
54. Snyder, P., Hemmeter, M. L., Meeker, K. A., Kinder, K., Pasia, C., & McLaughlin, T. (2012). Characterizing key features of the early childhood professional development literature. Infants and Young Children, 25, 188-212.
55. Snyder, P., & Wolfe, B. (2008). The big three process components of effective professional development: Needs assessment, evaluation, and follow-up. In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 13-51). Washington, DC: Zero to Three.
56. Stormont, M., Lewis, T. J., & Smith, S. C. (2005). Behavior support strategies in early childhood settings: Teachers' importance and feasibility ratings. Journal of Positive Behavior Interventions, 7, 131-139.
57. Stormont, M. A., Smith, S. C., & Lewis, T. J. (2007). Teacher implementation of precorrection and praise statements in Head Start classrooms as a component of program-wide system of positive behavior support. Journal of Behavioral Education, 16, 280-290.
58. van Der Heyden, A., & Snyder, P. A. (2006). Integrating early intervening frameworks from early childhood intervention and school psychology to accelerate growth for young children. School Psychology Review, 35, 519-534.
59. Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79, 702-739.
60. Willer, B. A., Lutton, A., & Ginsberg, M. R. (2011). The importance of early childhood teacher preparation: The perspectives and positions of the National Association for the education of young children. In E. Zigler, W. S. Gilliam, & W. S. Barnett (Eds.), The pre-k debates: Current controversies & issues (pp. 77-83). Baltimore, MD: Brookes.
61. Yendol-Hoppey, D., & Dana, N. F. (2010). Powerful professional development: Building expertise within the four walls of your school. Thousand Oaks, CA: Corwin.
62. Zaslow, M. (2009). Strengthening the conceptualization of early childhood professional development initiatives and evaluations. Early Education and Development, 20, 527-537.
63. Zaslow, M., Tout, K., Halle, T., Whittaker, J. V., & Lavelle, B. (2010a). Emerging research on early childhood professional development. In S. B Neuman & M. L. Kamil (Eds.), Preparing teachers for the early childhood classroom: Proven models and key principles (pp. 19-47). Baltimore, MD: Brookes.
64. Zaslow, M., Tout, K., Halle, T., Whittaker, J. V., & Lavelle, B. (2010b). Toward the identification of features of effective professional development for early childhood educators: Literature review. Washington DC: U. S. Department of Education. Retrieved from http://www. ed. gov/about/offices/list/opepd/ppss/reports. html.
65. Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. (2004). The scientific base linking social and emotional learning to school success. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning (pp. 3-22). New York, NY: Teachers College Press.