A Test of a Measure for Assessing Teachers' Judgments about Social Interaction Practices in the Preschool Years

dc.creator	Kristen M. Kemple
dc.creator	Hae Kyoung Kim
dc.creator	Stacy M. Ellis
dc.creator	Heejeong Sophia Han
dc.date	2008-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:16:49Z
dc.date.available	2015-08-12T11:16:49Z
dc.identifier	1524-5039
dc.identifier	https://doaj.org/article/a282ead59abf460bb9e12c8fd1ff41c5
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/25873
dc.description	The primary purpose of this article is to describe the development and utility of the Social Interaction Practices for the Preschool Years (SIPPY) questionnaire. The SIPPY is a tool designed to assess teachers’ judgments of the acceptability and feasibility, as well as their current use, of literature-supported strategies for promoting the development of young children's social competence in early childhood classrooms. The questionnaire was administered to 57 female preschool teachers, the majority of whom held either a national or Florida Child Development Associate (CDA) Credential, but very few of whom held a bachelor’s degree or beyond. Participants had an average of 5 years’ experience as teachers of young children. Results support the internal consistency of the tool and suggest that it is a useful assessment tool for research on teachers’ knowledge and beliefs about supporting social competence, as well as a tool for creation of individually appropriate professional development activities for teachers. Analyses suggest that, in general, teachers in this sample viewed literature-supported strategies as acceptable and feasible. They were more likely, however, to judge strategies as acceptable and feasible than was reflected in their current use of those strategies. These teachers also viewed more intensive strategies as less acceptable and less feasible than environmental and natural activity strategies. Suggestions are made for further research to replicate and explain these findings.
dc.language	English
dc.language	Chinese
dc.language	Spanish
dc.publisher	ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois
dc.relation	http://ecrp.uiuc.edu/v10n2/kemple.html
dc.relation	https://doaj.org/toc/1524-5039
dc.source	Early Childhood Research & Practice, Vol 10, Iss 2 (2008)
dc.subject	Early Childhood Education
dc.subject	Assessment
dc.subject	Social/Emotional Development
dc.subject	Questionnaires
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	A Test of a Measure for Assessing Teachers' Judgments about Social Interaction Practices in the Preschool Years
dc.type	article