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Early Child Development and Care Volume 184, 2014 - Issue 12
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Original Articles

A qualitative study of early childhood educators' beliefs and practices regarding children's socioemotional development

Kalliroi PapadopoulouFaculty of Early Childhood Education, School of Education, National and Kapodistrian University of Athens, 13 A Navarinou, Athens10680, GreeceCorrespondence[email protected]
,
Lia TsermidouFaculty of Early Childhood Education, School of Education, National and Kapodistrian University of Athens, 13 A Navarinou, Athens10680, Greece
,
Christina DimitrakakiCenter for Health Services Research, Department of Hygiene, Epidemiology and Medical Statistics, Athens University Medical School, Athens, Greece
,
Eirini AgapidakiCenter for Health Services Research, Department of Hygiene, Epidemiology and Medical Statistics, Athens University Medical School, Athens, Greece
,
Despoina OikonomidouCenter for Health Services Research, Department of Hygiene, Epidemiology and Medical Statistics, Athens University Medical School, Athens, Greece
,
Dimitra PetanidouCenter for Health Services Research, Department of Hygiene, Epidemiology and Medical Statistics, Athens University Medical School, Athens, Greece
,
Yiannis TountasCenter for Health Services Research, Department of Hygiene, Epidemiology and Medical Statistics, Athens University Medical School, Athens, Greece
&
George GiannakopoulosCenter for Health Services Research, Department of Hygiene, Epidemiology and Medical Statistics, Athens University Medical School, Athens, Greece;Aghia Sophia Children's Hospital, Department of Child Psychiatry, Athens University Medical School, Athens, Greece
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Pages 1843-1860 | Received 23 Dec 2013, Accepted 28 Jan 2014, Published online: 10 Mar 2014

Citations (16)

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Read on this site (6)

Tessa Goldschmidt & Athena Pedro. (2020) South African pre-school teacher perceptions of socio-emotional development for school readiness: An exploratory study. Journal of Psychology in Africa 30:2, pages 174-178.
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Tessa Goldschmidt & Athena Pedro. (2019) Early childhood socio-emotional development indicators: Pre-school teachers’ perceptions. Journal of Psychology in Africa 29:5, pages 474-479.
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Çağla Öneren Şendil & Feyza Tantekin Erden. (2019) Understanding the Gaps Between Turkish Teachers’ Beliefs and Practices for Dealing With Preschoolers’ Peer Relationship Problems. Early Education and Development 30:5, pages 608-638.
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Dimitra Elida Kalpogianni. (2019) Why are the children not outdoors? Factors supporting and hindering outdoor play in Greek public day-care centres. International Journal of Play 8:2, pages 155-173.
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Heather Woods, Sandra Bosacki & Robert J. Coplan. (2016) Canadian Early-Childhood Educators’ Perceptions of Children’s Gendered Shy, Aggressive, and Prosocial Behaviors. Journal of Research in Childhood Education 30:3, pages 320-333.
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Feiyan Chen. (2015) Parents' perezhivanie supports children's development of emotion regulation: a holistic view. Early Child Development and Care 185:6, pages 851-867.
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Articles from other publishers (10)

Malena A. Nygaard, Heather E. Ormiston, Olivia C. Heck, Sophia Apgar & Maureen Wood. (2022) Educator Perspectives on Mental Health Supports at the Primary Level. Early Childhood Education Journal 51:5, pages 851-861.
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Marie-Andrée Pelletier & Nancy Goyette. (2023) Les habiletés relationnelles chez les enseignantes à la maternelle au Québec : un domaine de compétences socio-émotionnelles à développer pour favoriser leur bien-êtreRelational skills among kindergarten teachers in Quebec: A domain of socio-emotional competencies to be developed to promote their well-being. Phronesis 12:2-3, pages 257.
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Julia Rodríguez-Carrillo, Rosario Mérida-Serrano & Mª Elena González Alfaya. (2022) Educación infantil y calidad docente. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico, pages 1-19.
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Patricia Donner, Siv Lundström & Mia Heikkilä. (2022) Exclusion and limitation through favouritism as a strategy in children’s play negotiations: A qualitative analysis of children’s multimodal play. Journal of Early Childhood Research 20:4, pages 449-462.
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Giedrė Širvinskienė, Dalia Antinienė, Aušra Griciūtė, Liudmila Dulksnienė, Vaidilutė Asisi, Rima Kregždytė, Verena Kerbl & Elfriede Amtmann. (2022) Effectiveness of the ELLA Training for the Promotion of Emotional and Social Competences in Lithuanian Preschool Children. International Journal of Environmental Research and Public Health 19:19, pages 12195.
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Kristiina Mänty, Susanna Kinnunen, Outi Rinta-Homi & Marika Koivuniemi. (2022) Enhancing Early Childhood Educators’ Skills in Co-regulating Children’s Emotions: A Collaborative Learning Program. Frontiers in Education 7.
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Sri Sumarni, Ratu Ilma Indra Putri & Windi Dwi Andika. (2021) Project Based Learning (PBL) Based Lesson Study for Learning Community (LSLC) in kindergarten. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6:2, pages 989-996.
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Ginella Cicardini, Macarena Martínez, Karen Ramírez, David Cuadra-Martínez, Pablo J. Castro-Carrasco & Nidia Slomp. (2021) Prosocialidad en Preescolares: Estudio de Teorías Subjetivas de Profesoras de Educación Inicial. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación 19:3, pages 83-101.
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Claire Blewitt, Amanda O’Connor, Heather Morris, Andrea Nolan, Aya Mousa, Rachael Green, Amalia Ifanti, Kylie Jackson & Helen Skouteris. (2021) “It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning. International Journal of Environmental Research and Public Health 18:4, pages 1530.
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Steven J. Howard, Elena Vasseleu, Marijka Batterham & Cathrine Neilsen-Hewett. (2020) Everyday Practices and Activities to Improve Pre-school Self-Regulation: Cluster RCT Evaluation of the PRSIST Program. Frontiers in Psychology 11.
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