Search

Many theorists and helping professionals have emphasized the importance of self‐concept in personal adjustment. Increasingly, theorists and caregivers are perceiving self‐concept as playing a pivotal role in the specific realm of learning, teaching and everyday living. As clinicians and scientists we see daily the close tie between parental competence, teacher's influence and emotional functioning and how children succeed with many of life's worries. Insufficient attention has been paid to the theoretical underpinnings of predicting children's emotional reactions to stress and conflict with self from a systems viewpoint. Longitudinal preventive and developmental studies of adults’ influence on children's ability to cope with life's stresses and classroom's conflict, through polydimensionl procedures incorporated into a therapeutic counselling or consulting atmosphere that includes caring, respect, empathic understanding and acceptance, are mandatory. Theoretical frameworks are already developed which must...

The major objective of this study was to identify certain needs which limit the effectiveness of early childhood teachers in the classroom. This was done by the use of an assessment tool. Results indicated a high priority and dire need for help in five factor need areas: children guidance and achievement of the basic skills; functional and qualitative learning and a mastery of the basic skills; motivating children to learn; identifying and sustaining readiness factors that affect learning and establishing and maintaining discipline. Consequently, a test for relation ship between the identified factor needs of early childhood teachers and selected teachers variables yielded no statistical significance (p>0.05).