Early-Childhood Teachers' Emotion Socialization Practices: A Multi-Method Study

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01