Toddler Teachers' Responses to Tantrums and Relations to Successful Resolutions

Autor/inn/en	Shafer, Ashley E.; Wanless, Shannon B.; Briggs, Jennifer O.
Titel	Toddler Teachers' Responses to Tantrums and Relations to Successful Resolutions
Quelle	In: Infant and Child Development, 31 (2022) 3, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shafer, Ashley E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2304
Schlagwörter	Toddlers; Child Development; Stress Variables; Teacher Student Relationship; Behavior Problems; Preschool Teachers; Emotional Response; Behavior Change; Classification; Cognitive Processes; Classroom Techniques + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Kindesentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Emotionales Verhalten; Classification system; Klassifikation; Klassifikationssystem; Cognitive process; Kognitiver Prozess; Klassenführung
Abstract	Toddler tantrums are a typical part of child development but can cause stress to the teacher--child relationship (Schindler et al., 2015). Understanding how to resolve tantrums is an important skill, yet there is little research to guide teachers. The present study observed two toddler-classrooms, examining teachers' responses to 46 tantrums, and the results of these responses. Exploratory analysis examined the applicability of a popular framework for conceptualizing tantrums as emotional or cognitive. Results suggest when toddler teachers used a combination of emotionally supportive strategies, 91% of tantrums were resolved. The use of controlling strategies suggests teachers need support on effective responses to tantrums. The ability to categorize tantrums suggests a framework many practitioners endorse could be useful in communicating effective strategies. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01