Drawing from and Expanding their Toolboxes: Preschool Teachers’ Traditional Strategies, Unconventional Opportunities, and Novel Challenges in Scaffolding Young Children’s Social and Emotional Learning During Remote Instruction Amidst COVID-19-Reference-Cited by-同舟云学术

Drawing from and Expanding their Toolboxes: Preschool Teachers’ Traditional Strategies, Unconventional Opportunities, and Novel Challenges in Scaffolding Young Children’s Social and Emotional Learning During Remote Instruction Amidst COVID-19

Published:2022-06-06 Issue:5 Volume:51 Page:925-937
ISSN:1082-3301
Container-title:Early Childhood Education Journal
language:en
Short-container-title:Early Childhood Educ J

Author:

Chen Jennifer J.^ORCID,Adams Charlene Brotherson

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Link

https://link.springer.com/content/pdf/10.1007/s10643-022-01359-6.pdf

Reference45 articles.

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2. Ashiabi, G. (2000). Promoting the emotional development of preschoolers. Early Childhood Education Journal, 28(2), 79–84. https://doi.org/10.1023/A:1009543203089

3. Birch, S. H., Ladd, G. W., & Blecher-Sass, H. (1997). The teacher-child relationship and children’s early school adjustment: Good-byes can build trust. Journal of School Psychology, 35(1), 61–79.

4. Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26(13), 1802–1811. https://doi.org/10.1177/1049732316654870

5. Boone, T. R., & Cunningham, J. G. (1998). Children’s decoding of emotion in expressive body movement: The development of cue attunement. Developmental Psychology, 34(5), 1007–1016. https://doi.org/10.1037//0012-1649.34.5.1007

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