Promoting social and emotional competence in preschoolers with and without disabilities: What is the role of teachers' educational beliefs and practices?

다국어 초록 (Multilingual Abstract)

This study examined inclusive preschool teachers' reported educational beliefs and teaching practices related to promoting social and emotional competence in young children. The participants included 26 lead teachers and 26 teacher assistants from 13 specialized (e.g., Developmental Day) and 13 nonspecialized (e.g., Head Start) classrooms. The measures employed included semi-structured interviews to identify teaching practices and beliefs, an observational rating scale to examine teacher sensitivity and responsiveness (Caregiver Interaction Scale), and a self-reported rating scale to identify classroom arrangement practices (Classroom Environment Rating Scale). Both qualitative and quantitative analysis procedures were employed. Thematic analysis was the primary analysis approach and the quantitative analysis both complemented and was consistent with the qualitative findings. The major findings indicated that teachers relied on classroom structure and activities to promote peer friendships and positive peer relations and did not appear to differentiate between these two aspects of social and emotional competence. Strategies to ameliorate negative peer relations were generally related to teacher discourse (e.g., talking about feelings) or removing the child from the situation. Teachers' reported educational beliefs were broad and primarily influenced by personal or professional experiences, not formal education. Recommendations for integrating these findings into professional development activities are presented.