scholarly journals Preschool teachers' socialization of emotion knowledge: Considering socioeconomic Risk

2020 ◽  
Vol 69 ◽  
pp. 101160
Author(s):  
Susanne A. Denham ◽  
David E. Ferrier ◽  
Hideko H. Bassett
Keyword(s):  
Preschool Teachers ◽  
Emotion Knowledge ◽  
Socialization Of Emotion ◽  
Socioeconomic Risk

scholarly journals Early childhood teachers’ socialization of children’s emotional competence

2019 ◽  
Vol 12 (2) ◽  
pp. 133-150 ◽  
Author(s):  
Susanne Ayers Denham ◽  
Hideko Hamada Bassett
Keyword(s):  
Linear Models ◽  
Emotional Competence ◽  
Early Childhood Teachers ◽  
Future Research ◽  
Emotion Knowledge ◽  
Content Type ◽  
Children's Emotion ◽  
Teacher Professional ◽  
Socioeconomic Risk ◽  
Crucial Set

Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures. Findings Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms. Research limitations/implications Applications to teacher professional development, and both limitations and suggestions for future research are considered. Originality/value This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.

scholarly journals An empirical test of the model of socialization of emotion: Maternal and child contributors to preschoolers’ emotion knowledge and adjustment.

2020 ◽  
Vol 56 (3) ◽  
pp. 418-430 ◽  
Author(s):  
Stephanie F. Thompson ◽  
Maureen Zalewski ◽  
Cara J. Kiff ◽  
Lyndsey Moran ◽  
Rebecca Cortes ◽  
...  
Keyword(s):  
Empirical Test ◽  
Emotion Knowledge ◽  
Socialization Of Emotion

Emotion Knowledge of Children with German as Second Language: The Contribution of Language Skills

2012 ◽  
Author(s):  
Larissa Trosch ◽  
Karin Keller ◽  
Alexander Grob
Keyword(s):  
Second Language ◽  
Language Skills ◽  
Emotion Knowledge

Gender Differences in Emotion Knowledge With First-Grade Children

2006 ◽  
Author(s):  
Beverly J. Wilson ◽  
Lindsey M. Kremmel ◽  
Stephanie Isgitt ◽  
Arianne D. Stevens ◽  
Kari Peterson
Keyword(s):  
Gender Differences ◽  
First Grade ◽  
Emotion Knowledge

A study into the status of knowledge, behaviors and evaluation of preschool teachers over problem solving skills

2009 ◽  
Author(s):  
Esra Omeroglu ◽  
Sener Buyukozturk ◽  
Yasemin Aydogan ◽  
Arzu Ozyurek
Keyword(s):  
Problem Solving ◽  
Preschool Teachers ◽  
Problem Solving Skills ◽  
The Status

A Study on Preschool Teachers Perceptions and Needs of Design Education

2019 ◽  
Vol 41 (5) ◽  
pp. 1289-1330
Author(s):  
Jong Gil Lee
Keyword(s):  
Design Education ◽  
Preschool Teachers ◽  
Teachers Perceptions

Multi-Culturaltraining Of Future Preschool Teachers (Case- Study: Kazan Federal University)

2017 ◽  
Author(s):  
Garifullina Almira Maratovna
Keyword(s):  
Preschool Teachers

The Influence of Competency of Preschool Teachers in Fujian Province on Subjective Well-Being: The Mediating Role of Psychological Capital

2019 ◽  
Author(s):  
Xuguang Sun ◽  
Ailing Huang
Keyword(s):  
Direct Effect ◽  
Psychological Capital ◽  
Preschool Teachers ◽  
Well Being ◽  
Mediating Effect ◽  
Subjective Well Being ◽  
Positive Psychological Capital ◽  
Mediating Role ◽  
Mediator Variable

The intermediary effect interval of the preschool teachers' competence characteristics → positive psychological capital → the subjective well-being of the preschool teachers is (0.23—0.55), does not contain 0, and the effect amount is 0.35. The competency characteristics of preschool teachers → The direct effect interval of subjective well-being of preschool teachers is (0.05—0.36), excluding 0, and the effect quantity is 0.20, indicating that positive psychological capital as a mediator variable has the characteristics of preschool teachers and the subjective well-being of preschool teachers. Partial mediating effect, the ratio of mediating effect to total effect is 64.01%.

Sign in / Sign up

Export Citation Format

Share Document