Early Childhood Teachers as Socializers of Young Children's Emotional Competence

Autor/inn/en	Denham, Susanne A.; Bassett, Hideko H.; Zinsser, Katherine
Titel	Early Childhood Teachers as Socializers of Young Children's Emotional Competence
Quelle	In: Early Childhood Education Journal, 40 (2012) 3, S.137-143 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-012-0504-2
Schlagwörter	Preschool Teachers; Emotional Intelligence; Socialization; Teacher Role; Young Children + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Emotionale Intelligenz; Socialisation; Sozialisation; Lehrerrolle; Frühe Kindheit
Abstract	Young children's emotional competence--regulation of emotional expressiveness and experience when necessary, and knowledge of their own and other's emotions--is crucial for social and academic (i.e., school) success. Thus, it is important to understand the mechanisms of how young children develop emotional competence. Both parents and teachers are considered as important socializers of emotion, providing children experiences that promote or deter the development of emotional competence. However, compared to parents, early childhood teachers' roles in socializing young children's emotional competence have not been examined. Based on the findings from research on parental socialization of emotion, in this theoretical review we explore possible teacher roles in the development of young children's emotional competence. Additionally, we suggest future research focusing on early childhood teacher socialization of emotion, and discuss theoretical and practical benefits of such research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10