“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
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- Jones, D.E. & Greenberg, M. & Crowley, M., 2015. "Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness," American Journal of Public Health, American Public Health Association, vol. 105(11), pages 2283-2290.
- Greg J. Duncan & Aaron J. Sojourner, 2013.
"Can Intensive Early Childhood Intervention Programs Eliminate Income-Based Cognitive and Achievement Gaps?,"
Journal of Human Resources, University of Wisconsin Press, vol. 48(4), pages 945-968.
- Duncan, Greg J. & Sojourner, Aaron, 2012. "Can Intensive Early Childhood Intervention Programs Eliminate Income-Based Cognitive and Achievement Gaps?," IZA Discussion Papers 7087, Institute of Labor Economics (IZA).
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- Adela Badau & Irina-Mihaela Trifan, 2022. "Promote Positive Behaviors in Preschoolers by Implementing an Innovative Educational Program for the Training and Development of Social and Emotional Skills (DeCo–S.E.)," IJERPH, MDPI, vol. 19(22), pages 1-16, November.
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Keywords
early childhood; kindergarten; preschool; social and emotional learning; teacher-child interactions; qualitative research;All these keywords.
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