Effects of Teacher-Child Interactions on the Social-Emotional Development of Preschool Aged Children with Challenging Behaviors
Primary Faculty Mentor’s Name
Katy Gregg
Proposal Track
Student
Session Format
Poster
Abstract
Research has shown that children whose social-emotional skills are well developed during the preschool years are more likely to perform better academically and socially than children who are lacking these skills (McCabe & Altamura, 2011). More specifically, children with challenging behaviors who are provided intervention strategies and techniques early on are less likely to be negatively affected by these behaviors in future school success (Coleman, Crosby, Irwin, Dennis, Simpson & Rose, 2013). The purpose of this presentation is to examine how teacher-child interactions in the preschool classroom affect social-emotional development, specifically for those children with challenging behaviors. According to Smith and Fox (2003), challenging behaviors can be defined as “any repeated pattern of behavior or perception of behavior that interferes with or is at risk of interfering with optimal learning or engagement in pro-social interactions with peers and adults” (p.6). The information used to validate this presentation was gathered through a literature review centered around teacher-child interactions and its effects on the social-emotional development of preschool children. A positive relationship between a child and his or her early childhood teacher has been linked to increasingly positive behavioral outcomes due to the provision of support needed to successfully develop academic, behavioral and social-emotional skills (Carter, Williford & LoCasale-Crouch, 2014).
References:
Carter, L.M., Williford, A.P., & LoCasale-Crouch, J. (2014). Reliability and validity of a measure of preschool teachers' attributions for disruptive behavior, Early Education and Development, 25(7), 949-972.
Coleman, J.C., Crosby, M.G., Irwin, H.K., Dennis, L.R., Simpson, C.G., & Rose, C.A. (2013) Preventing challenging behaviors in preschool: effective strategies for classroom teachers. Young Exceptional Children. 16(3), 3-10.
McCabe, P.C., Altamura, M. (2011). Empirically valid strategies to improve social and emotional competence of preschool children. Psychology in the Schools, 48(5), 513-540.
Smith, B., & Fox, L. (2013). Systems of service delivery: A synthesis of evidence relevant to young children at risk of or have challenging behavior. Tampa, FL: Center for Evidence Based Practice: Young Children with Challenging Behavior, University of South Florida.
Keywords
Social-emotional development, Preschool, Challenging behaviors, Teacher-child interaction
Location
Concourse/Atrium
Presentation Year
2014
Start Date
11-15-2014 9:40 AM
End Date
11-15-2014 10:55 AM
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Munoz, Elvia C. and Tolbert, Journey L., "Effects of Teacher-Child Interactions on the Social-Emotional Development of Preschool Aged Children with Challenging Behaviors" (2014). Georgia Undergraduate Research Conference (2014-2015). 58.
https://digitalcommons.georgiasouthern.edu/gurc/2014/2014/58
Effects of Teacher-Child Interactions on the Social-Emotional Development of Preschool Aged Children with Challenging Behaviors
Concourse/Atrium
Research has shown that children whose social-emotional skills are well developed during the preschool years are more likely to perform better academically and socially than children who are lacking these skills (McCabe & Altamura, 2011). More specifically, children with challenging behaviors who are provided intervention strategies and techniques early on are less likely to be negatively affected by these behaviors in future school success (Coleman, Crosby, Irwin, Dennis, Simpson & Rose, 2013). The purpose of this presentation is to examine how teacher-child interactions in the preschool classroom affect social-emotional development, specifically for those children with challenging behaviors. According to Smith and Fox (2003), challenging behaviors can be defined as “any repeated pattern of behavior or perception of behavior that interferes with or is at risk of interfering with optimal learning or engagement in pro-social interactions with peers and adults” (p.6). The information used to validate this presentation was gathered through a literature review centered around teacher-child interactions and its effects on the social-emotional development of preschool children. A positive relationship between a child and his or her early childhood teacher has been linked to increasingly positive behavioral outcomes due to the provision of support needed to successfully develop academic, behavioral and social-emotional skills (Carter, Williford & LoCasale-Crouch, 2014).
References:
Carter, L.M., Williford, A.P., & LoCasale-Crouch, J. (2014). Reliability and validity of a measure of preschool teachers' attributions for disruptive behavior, Early Education and Development, 25(7), 949-972.
Coleman, J.C., Crosby, M.G., Irwin, H.K., Dennis, L.R., Simpson, C.G., & Rose, C.A. (2013) Preventing challenging behaviors in preschool: effective strategies for classroom teachers. Young Exceptional Children. 16(3), 3-10.
McCabe, P.C., Altamura, M. (2011). Empirically valid strategies to improve social and emotional competence of preschool children. Psychology in the Schools, 48(5), 513-540.
Smith, B., & Fox, L. (2013). Systems of service delivery: A synthesis of evidence relevant to young children at risk of or have challenging behavior. Tampa, FL: Center for Evidence Based Practice: Young Children with Challenging Behavior, University of South Florida.