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Synopsis
Social and Emotional Prevention and Intervention Programming for Preschoolers rests on the idea that young children, under optimal circumstances, develop substantial abilities in social and emotional domains by the time they enter school. These abilities contribute to their success and well-being during these early years, but even more importantly, to both their successful adaptation to school (personal and academic) and their long-term mental health.
The chapters of this volume present theoretical foundations for and explanations of what important adults in young children's lives - preschool teachers, daycare providers, parents - can do to encourage the development of such social-emotional abilities, including promoting secure attachment relationships, providing positive behavior guidance, and assisting children in developing emotion knowledge, emotion regulation, social problem-solving skills, and other positive social behaviors.
In addition, the book reviews the current state of early childhood programming in each of these crucial areas, with the addition of a chapter on emergent parent programming on emotion coaching. Recommendations are made for making such programming work, for assessing individual children's development and program efficacy, and necessary future directions for this area are detailed.
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About the Author
Susanne Denham received her Ph.D. in applied developmental psychology in 1985, after 11 years as a school psychologist. Her research involves social-emotional development, particularly in preschoolers. She is following a longitudinal sample of children she has known since age 3 – examining their emotional competence, its socialization, and its contribution to social competence – and is also studying a little-studied aspect of children’s development – forgiveness. With Dr. Burton, she spearheaded a successful social-emotional prevention program for daycare children in Northern Virginia in the early 1990s.
Rosemary Burton received her Ph.D. in education in 1995, after years as both an early childhood teacher and daycare director. She trains myriad teachers in her role as director of operations for Minnieland Private Day Schools throughout several states, as well as in her role as community college professor, and in these roles has promoted social-emotional prevention and intervention programming for preschoolers as a vital enterprise.
"About this title" may belong to another edition of this title.
- PublisherSpringer
- Publication date2003
- ISBN 10 0306478099
- ISBN 13 9780306478093
- BindingHardcover
- LanguageEnglish
- Number of pages266
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Social and Emotional Prevention and Intervention Programming for Preschoolers
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Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. aSusanne Denham received her Ph.D. in applied developmental psychology in 1985, after 11 years as a school psychologist. Her research involves social-emotional development, particularly in preschoolers. She is following a longitudinal sample of child. Seller Inventory # 5903609
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Social and Emotional Prevention and Intervention Programming for Preschoolers
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Buch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -- Theoretical foundations, explanations and practical guides for implementation of social and emotional programming in early childhood settings- Review of all extant programming for both in-class and parenting applications to further social and emotional development during early childhood- Chapters presenting the major components of emotional competence are followed directly by another chapter detailing applications, or 'lessons from the field.' 276 pp. Englisch. Seller Inventory # 9780306478093
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Social and Emotional Prevention and Intervention Programming for Preschoolers
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Springer US, Springer US, 2003
ISBN 10: 0306478099
ISBN 13: 9780306478093
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Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Social and Emotional Prevention and Intervention Programming for Preschoolers rests on the idea that young children, under optimal circumstances, develop substantial abilities in social and emotional domains by the time they enter school. These abilities contribute to their success and well-being during these early years, but even more importantly, to both their successful adaptation to school (personal and academic) and their long-term mental health. The chapters of this volume present theoretical foundations for and explanations of what important adults in young children's lives - preschool teachers, daycare providers, parents - can do to encourage the development of such social-emotional abilities, including promoting secure attachment relationships, providing positive behavior guidance, and assisting children in developing emotion knowledge, emotion regulation, social problem-solving skills, and other positive social behaviors. In addition, the book reviews the current state of early childhood programming in each of these crucial areas, with the addition of a chapter on emergent parent programming on emotion coaching. Recommendations are made for making such programming work, for assessing individual children's development and program efficacy, and necessary future directions for this area are detailed. Seller Inventory # 9780306478093
Quantity: 1 available