Teacher and Child Factors Associated with Emotion Talk between Teachers and Preschoolers Displaying Elevated Externalizing Behaviors

Autor/inn/en	Alamos, Pilar; Williford, Amanda P.; Partee, Ann M.; Lachman, Gabrielle
Titel	Teacher and Child Factors Associated with Emotion Talk between Teachers and Preschoolers Displaying Elevated Externalizing Behaviors
Quelle	In: Early Education and Development, 34 (2023) 5, S.1075-1092 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alamos, Pilar) ORCID (Williford, Amanda P.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2092350
Schlagwörter	Preschool Teachers; Preschool Children; Teacher Student Relationship; Interaction; Interpersonal Communication; Classroom Communication; Emotional Response; Story Reading; Teacher Role; Socialization; Classroom Environment; Child Behavior; Predictor Variables; Early Childhood Education; Majors (Students); Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Interpersonale Kommunikation; Klassengespräch; Emotionales Verhalten; Lehrerrolle; Socialisation; Sozialisation; Klassenklima; Unterrichtsklima; Prädiktor; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Research Findings: Talking about emotions with their caregivers help young children develop emotional competence, and is particularly beneficial for children who display elevated externalizing behaviors. However, prior descriptive work has shown that teacher-child emotion talk in preschool classrooms is scarce. As children are spending increasing amounts of time in preschool programs, there is value in understanding the factors associated with teacher-child emotion talk for supporting these types of interactions. In this study, child and teacher factors associated with teacher-child emotion talk frequency were examined. Participants included 183 preschool teachers and 470 children rated by their teachers as displaying elevated externalizing behaviors in a mix of federally funded (Head Start), state funded, and private preschool programs within two eastern states in the United States. Emotion talk frequency was observed in the context of a standardized, dyadic teacher-child storybook reading task. Results from a multilevel model showed that emotion talk frequency was primarily explained by differences between teachers. Particularly, teachers talked with children about emotions more often when they (1) held an early childhood major and (2) were observed to engage in more responsive teaching. Policy or Practice: Results identify malleable teacher factors linked to teacher-child emotion talk frequency. Findings also highlight the role of preschool teachers as socializers of young children's emotions and suggest the need for future research to understand how the quality of emotion talk varies between and within teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01