No Child Misunderstood: Enhancing Early Childhood Teachers’ Multicultural Responsiveness to the Social Competence of Diverse Children

2010 ◽  
Vol 37 (6) ◽  
pp. 469-476 ◽  
Author(s):  
Heejeong Sophia Han ◽  
M. Shelley Thomas
Keyword(s):  
Early Childhood ◽  
Social Competence ◽  
Early Childhood Teachers ◽  
The Social ◽  
Diverse Children ◽  
Multicultural Responsiveness

Social competence in early childhood: An empirical validation of the SOCIAL model

2020 ◽  
Author(s):  
Carola Tuerk ◽  
Vicki Anderson ◽  
Annie Bernier ◽  
Miriam H. Beauchamp
Keyword(s):  
Early Childhood ◽  
Social Competence ◽  
Social Model ◽  
Empirical Validation ◽  
The Social

scholarly journals Early Childhood Predictors of the Social Competence of Adults with Autism

2011 ◽  
Vol 42 (2) ◽  
pp. 161-174 ◽  
Author(s):  
Kristen Gillespie-Lynch ◽  
Leigh Sepeta ◽  
Yueyan Wang ◽  
Stephanie Marshall ◽  
Lovella Gomez ◽  
...  
Keyword(s):  
Early Childhood ◽  
Social Competence ◽  
Adults With Autism ◽  
The Social ◽  
Childhood Predictors

Sharing Books with Children

1995 ◽  
Vol 20 (1) ◽  
pp. 12-16 ◽  
Author(s):  
Sandra Lennox
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Young Child ◽  
Early Childhood Teachers ◽  
Descriptive Study ◽  
Expository Texts ◽  
Story Reading ◽  
Video Recordings ◽  
The Social ◽  
Key Factor

A descriptive study was undertaken to look at the interactions, goals and purposes of four mothers as they shared two narrative and two expository texts with their preschoolers over a six-month period. The study was based within the framework of Vygotsky's (1978) theory of literacy and learning. A key factor in Vygotsky's theory is the social interaction between the literate adult and the young child. Informal observations of literacy in the home, discussions with mothers, and analysis of video recordings of story reading sessions revealed differences in the way literacy was constructed. Despite these differences there were also some similarities. Each mother in her own way was a successful teacher of her child and there was some support for Vygotsky's theory; through verbally mediated assisted performance the children were learning and were taught about literacy. However, there were some areas where mothers did not increase the challenge for their children as might be expected with the Vygotskian model. These findings prompted me to reflect on my practice and that of other early childhood teachers when sharing books with young children.

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