Promoting Preschoolers' Social and Emotional Competencies Through Emotion-Focused Teaching.
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| Title: | Promoting Preschoolers' Social and Emotional Competencies Through Emotion-Focused Teaching. |
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| Authors: | Fatahi, Negar1 (AUTHOR) nfatahi@gmu.edu, Park, Christen2 (AUTHOR), Curby, Timothy W.1 (AUTHOR), Zinsser, Katherine M.2 (AUTHOR), Denham, Susanne A.1 (AUTHOR), Moberg, Sarah2 (AUTHOR), Gordon, Rachel A.3 (AUTHOR) |
| Source: | Early Education & Development. 2023, Vol. 34 Issue 8, p1729-1748. 20p. |
| Subject Terms: | *Preschool children, *Teacher development, *Head Start programs, *Preschool teachers, Poor families, Structural equation modeling |
| 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10409289 |
| DOI: | 10.1080/10409289.2022.2133319 |
