Positive and multifaceted perceptions of Israeli kindergarten teachers contribute to developmental gains of children with developmental delay

Efrat Sher-Censor, Smadar Dolev, Michal Shalem Gan-Or, Esther Zach

Research output: Contribution to journalArticlepeer-review

Abstract

This study examined the links between Israeli teachers’ perceptions of children with developmental delay (DD) in special education kindergartens and changes in children’s development. Participants were 47 teachers and children diagnosed with DD. At Time 1, teachers’ perceptions were assessed via the valence of their narrative about the child and the extent to which the narrative was multifaceted (i.e. addressing more developmental domains). Kindergarten therapists reported twice, at Time 1 and at Time 2 (12 months later), on children's adaptive behavior in terms of communication, socialization, motor, and daily living skills and on children’s peer acceptance. Positive valence of teachers’ narratives was associated with more gains in children’s adaptive behavior from Time 1 to Time 2. Multifaceted narratives were associated with children’s increased peer acceptance from Time 1 to Time 2. Results highlight the importance of supporting teachers’ construction of positive and multifaceted perceptions of children through training and supervision.

Original languageEnglish
JournalEarly Child Development and Care
DOIs
StateAccepted/In press - 2024

Bibliographical note

Publisher Copyright:
© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Keywords

  • developmental delay
  • Israel
  • Special education kindergartens
  • teachers’ perceptions

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology
  • Pediatrics

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