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003 OCoLC;

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008 190827s2019 ncu obm 000 0 eng d;

035 a| (Sirsi) o1113941982;

035 a| (OCoLC)1113941982;

043 a| n-usu--;

049 a| EREE;

090 a| LB1775.6;

100 1 a| Ricks, Tyla,e| author.?| UNAUTHORIZED;

245 10 a| Assessing pre-service early childhood teachers' perceived preparedness on early childhood social-emotional competencies and resources needed /c| by Tyla Ricks.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2019.;

300 a| 73 pages;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 681.9 KB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| M.S.c| East Carolina Universityd| 2019.;

500 a| Presented to the faculty of the Department of Human Development and Family Science;

500 a| Advisor: Archana V. Hegde;

500 a| Title from PDF t.p. (viewed February 13, 2020).;

520 3 a| The study assessed the perceived preparedness of early childhood pre-service teachers on early childhood social-emotional competencies and the resources they needed to feel competent. Twenty-eight junior and senior pre-service teachers from the field of Birth through Kindergarten- Teacher Education and the Child Development concentration of Family Community Services from one Human Development and Family Science department in a southeastern university participated in the study. A self-constructed survey using the online platform Qualtrics was utilized to collect data. Frequencies, descriptive statistics, and a one-way ANOVA were conducted to analyze the data. Overall, pre-service teachers perceived they were moderately prepared (3) to very well prepared (5) on the subscales of the survey. When looking at academic rank, juniors scored higher than seniors on all the total subscale scores. The resources that were rated most important amongst the participants were discussions with mental health professionals and experienced teachers. A thematic analysis was used to analyze the open-ended question about resources. The most frequent responses to the open-ended question were workshops, trainings, and professional development. More research on this topic is warranted across diverse early childhood programs. Implications for the field of early childhood care and education and suggestions for future research have been discussed.;

504 a| Includes bibliographical references.;

650 0 a| Early childhood teachersx| Attitudes.=| ^A445795;

650 0 a| Early childhood teachersx| Training of.=| ^A445795;

650 0 a| Health promotionx| Planning.=| ^A11149;

653 a| perceived preparedness;

653 a| pre-service teachers;

653 a| mental health;

653 a| social-emotional health;

700 1 a| Hegde, Archana V.,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Human Development and Family Science.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/7492;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 5168909;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5168909-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 8/27/2019x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5168909-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 8/27/2019x| ETDz| HERESOURCE;

Assessing pre-service early childhood teachers' perceived preparedness on early childhood social-emotional competencies and resources needed / by Tyla Ricks.

Author/creator	Ricks, Tyla author.
Other author	Hegde, Archana V., degree supervisor.
Other author	East Carolina University. Department of Human Development and Family Science.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2019.
Description	73 pages
Supplemental Content	Access via ScholarShip
Subjects	Early childhood teachers--Attitudes. Early childhood teachers--Training of. Health promotion--Planning.

Summary	The study assessed the perceived preparedness of early childhood pre-service teachers on early childhood social-emotional competencies and the resources they needed to feel competent. Twenty-eight junior and senior pre-service teachers from the field of Birth through Kindergarten- Teacher Education and the Child Development concentration of Family Community Services from one Human Development and Family Science department in a southeastern university participated in the study. A self-constructed survey using the online platform Qualtrics was utilized to collect data. Frequencies, descriptive statistics, and a one-way ANOVA were conducted to analyze the data. Overall, pre-service teachers perceived they were moderately prepared (3) to very well prepared (5) on the subscales of the survey. When looking at academic rank, juniors scored higher than seniors on all the total subscale scores. The resources that were rated most important amongst the participants were discussions with mental health professionals and experienced teachers. A thematic analysis was used to analyze the open-ended question about resources. The most frequent responses to the open-ended question were workshops, trainings, and professional development. More research on this topic is warranted across diverse early childhood programs. Implications for the field of early childhood care and education and suggestions for future research have been discussed.
General note	Presented to the faculty of the Department of Human Development and Family Science
General note	Advisor: Archana V. Hegde
General note	Title from PDF t.p. (viewed February 13, 2020).
Dissertation note	M.S. East Carolina University 2019.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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