000			01457nam a22002057a 4500
003			OSt
005			20260213082900.0
008			260213b |||||||| |||| 00| 0 eng d
020			_a9781634639842
040			_aDLC _bEn _cDLC
050			_aDUCE LB1139.2
245			_aEarly childhood education teachers' perspectives: _bEffective program and impacts on cognitive development/ _cEdited by Kristina Vann
260			_aNew York: _bNova Science, _c2015.
300			_avii, 121p.; _c26cm.
500			_ainclude bibliographical details.
520			_aWhile current education policy emphasizes academic achievement, we argue for the importance of social-emotional learning (SEL) and cognitive abilities as foundations of early academic success. This chapter reviews positive interrelationships among social-emotional learning (SEL), cognitive abilities, and academic achievement in early childhood. We first discuss how specific social-emotional competencies promote and are promoted by cognitive abilities. We then explore how SEL and cognition work in concert to promote academic achievement. In conclusion, we describe two promising preschool SEL programs: and review teaching strategies known to support SEL in preschool _uhttp://172.20.27.22:4000/handle/123456789/105
700			_aVann, Kristina _eEditor _qKristina Vann
856			_yhttp://172.20.27.22:4000/handle/123456789/105 _uhttp://172.20.27.22:4000/handle/123456789/105
942			_2lcc _cBK _n0
999			_c4384 _d4384