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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.
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]
Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Promoting Preschoolers' Social and Emotional Competencies Through Emotion-Focused Teaching.
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  Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. 2023, Vol. 34 Issue 8, p1729-1748. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Head+Start+programs%22">Head Start programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+teachers%22">Preschool teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Poor+families%22">Poor families</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink>
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  Data: 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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  Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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