Promoting Preschoolers' Social and Emotional Competencies through Emotion-Focused Teaching

Autor/inn/en	Fatahi, Negar; Park, Christen; Curby, Timothy W.; Zinsser, Katherine M.; Denham, Susanne A.; Moberg, Sarah; Gordon, Rachel A.
Titel	Promoting Preschoolers' Social and Emotional Competencies through Emotion-Focused Teaching
Quelle	In: Early Education and Development, 34 (2023) 8, S.1729-1748 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fatahi, Negar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2133319
Schlagwörter	Social Emotional Learning; Social Development; Emotional Development; Preschool Children; Emotional Response; Student Behavior; Socioeconomic Status; Self Control; Preschool Teachers; Role; Low Income Students; Social Services; Federal Programs; Teaching Methods; Predictor Variables; Preschool Education + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Emotionales Verhalten; Student behaviour; Schülerverhalten; Socio-economic status; Sozioökonomischer Status; Selbstbeherrschung; Erzieher; Erzieherin; Kindergärtnerin; Rollen; Social service; Soziale Dienstleistung; Soziale Dienste; Teaching method; Lehrmethode; Unterrichtsmethode; Prädiktor
Abstract	Research Findings: This study examined associations between observed emotion-focused teaching practices and preschool children's emotion expression, emotion-related behaviors, and learning behaviors. Four centers located in large midwestern and mid-Atlantic metropolitan areas participated in the study. Of these, one center was a Head Start program, one served families on a sliding scale fee, one was focused on providing services to low-income families, and one was a faith-based center with middle- and upper-income students. Structural equation modeling revealed that children displayed fewer negative emotion expressions, better emotion regulation, reduced maladaptive emotion-related behaviors, and increased learning behaviors at the end of the year when teachers engaged in greater emotion-focused teaching practices. Practice or Policy: Preschool teachers play an important role in socializing children to be emotionally competent. Our findings suggest the need for professional development to improve teachers' emotion-focused teaching as an effective strategy to address children's challenging behaviors and emotions in the classroom and to better prepare children to engage in learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01