Fostering Toddlers' Social Emotional Competence: Considerations of Teachers' Emotion Language by Child Gender

Autor/in	King, Elizabeth K.
Titel	Fostering Toddlers' Social Emotional Competence: Considerations of Teachers' Emotion Language by Child Gender
Quelle	In: Early Child Development and Care, 191 (2021) 16, S.2494-2507 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (King, Elizabeth K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1718670
Schlagwörter	Social Development; Emotional Development; Gender Differences; Toddlers; Preschool Teachers; Language Usage; Emotional Response; Correlation; Gender Bias; Socialization; Preschool Children + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Geschlechterkonflikt; Infant; Infants; Toddler; Kleinkind; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Sprachgebrauch; Emotionales Verhalten; Korrelation; Geschlechterstereotyp; Socialisation; Sozialisation; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder
Abstract	The current study examines teachers' differential emotion socialization practices with girls and boys by observing the emotion language of 27 teachers in naturally-occurring classroom interactions with 112 toddlers. This study explores the valence of teachers' emotion language, the type of teachers' emotion language, and the relation between teachers' emotion language and toddlers' social emotional competence, all by child gender. Results indicate that teachers use negative emotion language more than they use positive emotion language with boys, and emotion language differed by the type of language (labelling, questioning, explaining, or minimizing) for both genders. Additionally, teachers' minimizing of negative emotions to boys was negatively associated with toddler boys' social emotional competence. The current study offers implications for the ways in which we view, socialize, and measure social emotional competence by child gender. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01