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Individualizing Response to Child Stress in the Preschool Setting: Exploring Practitioner Beliefs Regarding Coaching Coping and Development of Self-Regulation.

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Title: Individualizing Response to Child Stress in the Preschool Setting: Exploring Practitioner Beliefs Regarding Coaching Coping and Development of Self-Regulation.
Language: English
Authors: Melsa, Katherine S.
Peer Reviewed: N
Page Count: 62
Publication Date: 1992
Document Type: Dissertations/Theses
Tests/Questionnaires
Descriptors: Administrator Attitudes, Administrators, Anxiety, Classroom Environment, Coping, Developmentally Appropriate Practices, Preschool Children, Preschool Education, Preschool Teachers, Self Control, Stress Management, Student Behavior, Surveys, Teacher Attitudes, Teacher Response, Teacher Student Relationship
Abstract: In a study of the attitudes of early childhood professionals, 63 preschool teachers of children ages 3 through 5 and 20 preschool center directors in Naperville, Illinois were surveyed. Statements in the survey were developed using the guidelines from the National Association for the Education of Young Children concerning developmentally appropriate practice in early childhood education. Statements recognized situations that cause stress in a child in the preschool setting, namely, lack of awareness of socially approved behaviors on the part of the child; ambiguity and inconsistency of adult communication; information processing overload; lack of perceived control; and individuality of response to stressors. Statements also involved adult recognition that self-control evolves and that young children can learn self-control with the help of a knowledgeable coach. Some statements in the survey concerned issues related to denying children a sense of personal control. Results showed that respondents appeared to agree with most NAEYC guidelines for developmentally appropriate adult-child interactions. A reference list of about 70 items is included. Appendixes include a sample survey and cover letter. (MM)
Entry Date: 1993
Accession Number: ED352137
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED352137
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PubType: Dissertation/ Thesis
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PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
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  Data: Individualizing Response to Child Stress in the Preschool Setting: Exploring Practitioner Beliefs Regarding Coaching Coping and Development of Self-Regulation.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Melsa%2C+Katherine+S%2E%22">Melsa, Katherine S.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 62
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1992
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Dissertations/Theses<br />Tests/Questionnaires
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Developmentally+Appropriate+Practices%22">Developmentally Appropriate Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Response%22">Teacher Response</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In a study of the attitudes of early childhood professionals, 63 preschool teachers of children ages 3 through 5 and 20 preschool center directors in Naperville, Illinois were surveyed. Statements in the survey were developed using the guidelines from the National Association for the Education of Young Children concerning developmentally appropriate practice in early childhood education. Statements recognized situations that cause stress in a child in the preschool setting, namely, lack of awareness of socially approved behaviors on the part of the child; ambiguity and inconsistency of adult communication; information processing overload; lack of perceived control; and individuality of response to stressors. Statements also involved adult recognition that self-control evolves and that young children can learn self-control with the help of a knowledgeable coach. Some statements in the survey concerned issues related to denying children a sense of personal control. Results showed that respondents appeared to agree with most NAEYC guidelines for developmentally appropriate adult-child interactions. A reference list of about 70 items is included. Appendixes include a sample survey and cover letter. (MM)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1993
– Name: AN
  Label: Accession Number
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  Data: ED352137
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 62
    Subjects:
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Administrators
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Coping
        Type: general
      – SubjectFull: Developmentally Appropriate Practices
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Self Control
        Type: general
      – SubjectFull: Stress Management
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Surveys
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teacher Response
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
    Titles:
      – TitleFull: Individualizing Response to Child Stress in the Preschool Setting: Exploring Practitioner Beliefs Regarding Coaching Coping and Development of Self-Regulation.
        Type: main
  BibRelationships:
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      – PersonEntity:
          Name:
            NameFull: Melsa, Katherine S.
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      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 1992
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