Literaturnachweis - Detailanzeige
Autor/inn/en | Ornaghi, Veronica; Conte, Elisabetta; Agliati, Alessia; Gandellini, Sabina |
---|---|
Titel | Early-Childhood Teachers' Emotion Socialization Practices: A Multi-Method Study |
Quelle | In: Early Child Development and Care, 192 (2022) 10, S.1608-1625 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Ornaghi, Veronica) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0300-4430 |
DOI | 10.1080/03004430.2021.1918124 |
Schlagwörter | Foreign Countries; Child Care Centers; Socialization; Emotional Response; Self Efficacy; Emotional Development; Self Control; Child Caregivers; Problem Solving; Teacher Behavior; Preschool Teachers; Preschool Children; Teacher Role; Italy Ausland; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Socialisation; Sozialisation; Emotionales Verhalten; Self-efficacy; Selbstwirksamkeit; Gefühlsbildung; Selbstbeherrschung; Caregiver; Caregivers; Carer; Child; Children; Problemlösen; Teacher behaviour; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Lehrerrolle; Italien |
Abstract | We investigated early-childhood teachers' emotion socialization practices via a multi-method study that combined self-report measures and structured observational situations at day care centre. Eighty-nine teachers (M[subscript age] = 38.29 years; SD = 11.06) completed two questionnaires about their emotion socialization style and beliefs about emotions, respectively. A subsample of 40 teachers also participated in two experimental situations designed for observing their responses to children's emotional distress. We developed an innovative coding system for classifying teachers' reactions in terms of focus (problem, emotion, solution, time) and style (coaching, dismissing, and amplifying, a new style we detected). All teachers deployed a variety of emotion socialization practices. Coaching reactions (especially emotion-focused) were the most frequent, followed by dismissing (problem- and emotion-focused responses) and, to a lesser extent, amplifying responses (mainly problem-focused). There were significant associations between the self-report scores and the responses observed in the experimental situations. We discuss the educational implications of these findings. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |