Literaturnachweis - Detailanzeige
Autor/inn/en | Morris, Carol A. S.; Denham, Susanne A.; Bassett, Hideko H.; Curby, Timothy W. |
---|---|
Titel | Relations among Teachers' Emotion Socialization Beliefs and Practices and Preschoolers' Emotional Competence |
Quelle | In: Early Education and Development, 24 (2013) 7, S.979-999 (21 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1040-9289 |
DOI | 10.1080/10409289.2013.825186 |
Schlagwörter | Correlation; Emotional Development; Socialization; Preschool Teachers; Preschool Children; Statistical Analysis; Gender Differences; Age Differences; Responses; Parent Influence; Teacher Influence; Emotional Response; Modeling (Psychology); Teaching Methods; Disadvantaged Youth; Private Schools; Observation; Teacher Student Relationship; Interaction; Classroom Environment; Knowledge Level; Check Lists; Affective Behavior; Questionnaires; Picture Books Korrelation; Gefühlsbildung; Socialisation; Sozialisation; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Statistische Analyse; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Emotionales Verhalten; Modeling; Modelling; Modellierung; Teaching method; Lehrmethode; Unterrichtsmethode; Benachteiligter Jugendlicher; Private school; Privatschule; Beobachtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Klassenklima; Unterrichtsklima; Wissensbasis; Checkliste; Affective disturbance; Active behaviour; Affektive Störung; Fragebogen; Picture book; Bilderbuch |
Abstract | Research Findings: Utilizing a 3-part model of emotion socialization that included modeling, contingent responding, and teaching, this study examined the associations between 44 teachers' self-reported and observed emotion socialization practices and 326 preschoolers' emotion knowledge and observed emotional behavior. Multilevel analyses revealed that the majority of the variance in the children's emotion knowledge scores and observed emotional behavior was predicted by factors within, rather than between, classrooms. Teachers' use of all 3 emotion socialization techniques did contribute to the prediction of the children's scores; however, the nature of these associations differed by children's age and gender. Practice or Policy: The development of children's emotional competence is a complex, multifaceted process in which many interaction partners play a role. Early childhood teachers act as emotion socialization agents for the children in their care by modelling emotions, responding either supportively or punitively to children's expressions of emotions, and engaging in direct instruction regarding emotional experience. This research may provide a basis for potential future interventions designed to assist teachers in developing their own emotion socialization skills so that they can be more effective emotion socialization agents for the children in their care. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |