3. Teacher’s age 18–25 years 26–35 years 36-45 years 46-55 years 56 years or above
4. What is the highest level of education you have completed? High School or Below Vocational School or Normal School College Diploma Bachelor’s Degree Master’s degree or higher
5. What is your field of study (including all degrees) Early Childhood Education Special Education Primary Education Art Education Psychology Other
6. Do you hold a kindergarten teaching certification? Yes No
7.How many years have you been teaching？ Less than 1 year 1–3 years 4–6 years 7–10 years More than 10 years
8.How many years have you worked at your current preschool？ Less than 1 year 1–3 years 4–6 years 7–10 years More than 10 years
Class Information (5 items)
1. Is your class currently using a specialized social-emotional curriculum (e.g., "BB Friends" or "Empathy Companion")? No Yes
2. What is the age group of most children in your class? 3 years 4 years 5 years Mixed age
3. How many teaching and caregiving staff are in your class? 1 2 3
5. What support do you need most when conducting social-emotional education in your kindergarten? A Practical Kindergarten Curriculum Systematic Training During Pre-Service Education Attention and Support from Kindergarten Leadership Support and Cooperation from Parents Guidance from Kindergarten Teaching Researchers Systematic Training from Experts Other
Teacher Social-Emotional Teaching Practices Questionnaire (41 items)
Each item lists an educational practice you might use to promote children’s social, emotional, behavioural development and learning. Please indicate how often you carry out that practice in your classroom. This questionnaire uses a six-point scale. Read each item carefully and, based on your actual experience over the past six months , tick the option that best describes your frequency of implementation .
1.While they are playing, I talk with children about their play. Almost never Very rarely Rarely Occasionally Very frequently Almost always
2.I respond to ideas children share with me by making comments or asking questions. Almost never Very rarely Rarely Occasionally Very frequently Almost always
3.I use alternative strategies to communicate with children who are language delayed. Almost never Very rarely Rarely Occasionally Very frequently Almost always
4.I coordinate the planning for daily activities with other staff members in the classroom. Almost never Very rarely Rarely Occasionally Very frequently Almost always
5.I discuss and coordinate responsibilities for implementing daily activities with other staff members in the classroom. Almost never Very rarely Rarely Occasionally Very frequently Almost always
6.I work with other staff members in the classroom to take turns leading or co-leading activities. Almost never Very rarely Rarely Occasionally Very frequently Almost always
7.I structure at least one small-group activity during a day. Almost never Very rarely Rarely Occasionally Very frequently Almost always
8.I prepare classroom activities before children arrive at the activity. Almost never Very rarely Rarely Occasionally Very frequently Almost always
9.I plan the daily schedule so children spend more time in child-directed activities than teacher-directed activities. Almost never Very rarely Rarely Occasionally Very frequently Almost always
10.I use transition strategies (e.g., songs, games) to keep children actively engaged in the transitions. Almost never Very rarely Rarely Occasionally Very frequently Almost always
11.I effectively guide individual children who need extra support during the transitions. Almost never Very rarely Occasionally Very frequently Almost always
12.provide developmentally appropriate activities that will support the engagement of almost all of the class. Almost never Very rarely Rarely Occasionally Very frequently Almost always
13.I assist individual children in selecting activities and becoming actively engaged. Almost never Very rarely Rarely Occasionally Very frequently Almost always
14.I use directions that tell children what to do rather than what not to do. Almost never Very rarely Rarely Occasionally Very frequently Almost always
15.I individualize directions for children who are not able to follow the directions given to all children in the classroom. Almost never Very rarely Rarely Occasionally Very frequently Almost always
16.I explicitly teach children classroom rules of behavior. Almost never Very rarely Rarely Occasionally Very frequently Almost always
17.I explicitly teach children friendship skills (e.g., helping, sharing, taking turns). Almost never Very rarely Rarely Occasionally Very frequently Almost always
18.I explicitly teach children social problem solving (e.g., resolve conflicts with peers). Almost never Very rarely Rarely Occasionally Very frequently Almost always
19.I explicitly teach children how to initiate and respond to peers. Almost never Very rarely Rarely Occasionally Very frequently Almost always
20.I explicitly teach children how to develop autonomy and independence. Almost never Very rarely Rarely Occasionally Very frequently Almost always
21.I explicitly teach children how to develop self-confidence and self-esteem. Almost never Very rarely Rarely Occasionally Very frequently Almost always
22.I explicitly teach children how to develop self-restraint and self-control. Almost never Very rarely Rarely Occasionally Very frequently Almost always
23.I explicitly teach children how to show concern and regard for others. Almost never Very rarely Rarely Occasionally Very frequently Almost always
24.I explicitly teach children about emotion vocabulary (e.g., happy, sad, proud). Almost never Very rarely Rarely Occasionally Very frequently Almost always
25.I explicitly teach children how to participate as part of the collective. Almost never Very rarely Rarely Occasionally Very frequently Almost always
26.I explicitly teach children how to recognize emotions in themselves or others. Almost never Very rarely Rarely Occasionally Very frequently Almost always
27.I explicitly teach children how to show empathy to others. Almost never Very rarely Rarely Occasionally Very frequently Almost always
28.I post classroom rules of behavior in the classroom. Almost never Very rarely Rarely Occasionally Very frequently Almost always
29.I model expected positive social or emotional skills while describing my behavior. Almost never Very rarely Rarely Occasionally Very frequently Almost always
30.I explicitly teach peers strategies about how to interact with their classmates with social skills delays. Almost never Very rarely Rarely Occasionally Very frequently Almost always
31.I support peers to use pro-social behaviors with their classmates who have social skills delays. Almost never Very rarely Rarely Occasionally Very frequently Almost always
32.I provide children with strategies to use when they are angry to calm down. Almost never Very rarely Rarely Occasionally Very frequently Almost always
33.I use role-playing to teach children positive social or emotional skills. Almost never Very rarely Rarely Occasionally Very frequently Almost always
34.I use visuals (e.g., pictures, line drawings, photographs, magazine clippings) to teach children positive social or emotional skills. Almost never Very rarely Rarely Occasionally Very frequently Almost always
35.I plan lessons to systematically teach children positive social or emotional skills. Almost never Very rarely Rarely Occasionally Very frequently Almost always
36.I use play to teach children positive social or emotional skills. Almost never Very rarely Rarely Occasionally Very frequently Almost always
37.I identify the purpose(s) of children’s challenging behavior (e.g., obtain attention or toys). Almost never Very rarely Rarely Occasionally Very frequently Almost always
38.I teach children what alternative behaviors to do instead of the challenging behavior. Almost never Very rarely Rarely Occasionally Very frequently Almost always
39.When challenging behavior occurs, I remind children of classroom rules of behavior. Almost never Very rarely Rarely Occasionally Very frequently Almost always
40.I implement developmentally appropriate strategies (e.g., redirection, planned ignoring, taking a break from an activity) in response to challenging behavior. Almost never Very rarely Rarely Occasionally Very frequently Almost always
41.When children who exhibit challenging behavior begin behaving appropriately, I describe the appropriate behavior for which they are being praised. Almost never Very rarely Rarely Occasionally Very frequently Almost always
提交后，即完成問(wèn)卷。彈出的頁(yè)面“感謝您的耐心填寫(xiě)，為您準(zhǔn)備了份禮物，試試今天的好運(yùn)”為廣告，請(qǐng)勿相信。Once submitted, the questionnaire is complete. The pop-up message "感謝您的耐心填寫(xiě)，為您準(zhǔn)備了份禮物，試試今天的好運(yùn)" is an advertisement; please do not believe it.
Noted