A Comparison of Emotion-Focused Teaching in and Outside of Planned Social–Emotional Learning Activities.
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| Title: | A Comparison of Emotion-Focused Teaching in and Outside of Planned Social–Emotional Learning Activities. |
|---|---|
| Authors: | Jackson, Velisha M.1 (AUTHOR), Estrada, Monica1 (AUTHOR), Zinsser, Katherine M.1 (AUTHOR) kzinsser@uic.edu, Curby, Timothy W.2 (AUTHOR), Gordon, Rachel A.3 (AUTHOR) |
| Source: | Early Childhood Education Journal. Apr2024, Vol. 52 Issue 4, p725-734. 10p. |
| Subject Terms: | *Social emotional learning, *Career development, *Preschool teachers, *Preschool children, *Teacher development, *Teachers, Video recording, Emotion recognition |
| Abstract: | Emotion-focused teaching in early childhood promotes children's early academic and social–emotional development and can occur through planned or informal classroom interactions. We observed video recordings of preschool teachers engaging in typical teaching practices and carrying out researcher-assigned book reading and social–emotional learning (SEL) lessons. Video cycles were coded using a measure of emotion-focused teaching, which captures teachers' modeling of, responding to, and instructing about emotions. This study examines (1) whether emotion-focused teaching will be greater during guided SEL activities (SEL lessons and book readings) compared to teaching as usual; and (2) which types of SEL activities are associated with higher levels of EFT-scripted lessons or book readings. Analyses indicate that emotion-focused teaching is greater during SEL activities but only planned SEL lessons had significantly higher scores than the non-intervention occasions. Findings are discussed with exemplar practices drawn from activity transcripts to highlight malleable practices suitable for coaching and professional development. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature 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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| Header | DbId: ehh DbLabel: Education Research Complete An: 176080916 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Comparison of Emotion-Focused Teaching in and Outside of Planned Social–Emotional Learning Activities. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jackson%2C+Velisha+M%2E%22">Jackson, Velisha M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Estrada%2C+Monica%22">Estrada, Monica</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zinsser%2C+Katherine+M%2E%22">Zinsser, Katherine M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kzinsser@uic.edu</i><br /><searchLink fieldCode="AR" term="%22Curby%2C+Timothy+W%2E%22">Curby, Timothy W.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gordon%2C+Rachel+A%2E%22">Gordon, Rachel A.</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Apr2024, Vol. 52 Issue 4, p725-734. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Social+emotional+learning%22">Social emotional learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+teachers%22">Preschool teachers</searchLink><br />*<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="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Video+recording%22">Video recording</searchLink><br /><searchLink fieldCode="DE" term="%22Emotion+recognition%22">Emotion recognition</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Emotion-focused teaching in early childhood promotes children's early academic and social–emotional development and can occur through planned or informal classroom interactions. We observed video recordings of preschool teachers engaging in typical teaching practices and carrying out researcher-assigned book reading and social–emotional learning (SEL) lessons. Video cycles were coded using a measure of emotion-focused teaching, which captures teachers' modeling of, responding to, and instructing about emotions. This study examines (1) whether emotion-focused teaching will be greater during guided SEL activities (SEL lessons and book readings) compared to teaching as usual; and (2) which types of SEL activities are associated with higher levels of EFT-scripted lessons or book readings. Analyses indicate that emotion-focused teaching is greater during SEL activities but only planned SEL lessons had significantly higher scores than the non-intervention occasions. Findings are discussed with exemplar practices drawn from activity transcripts to highlight malleable practices suitable for coaching and professional development. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=176080916 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-023-01478-8 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 725 Subjects: – SubjectFull: Social emotional learning Type: general – SubjectFull: Career development Type: general – SubjectFull: Preschool teachers Type: general – SubjectFull: Preschool children Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Teachers Type: general – SubjectFull: Video recording Type: general – SubjectFull: Emotion recognition Type: general Titles: – TitleFull: A Comparison of Emotion-Focused Teaching in and Outside of Planned Social–Emotional Learning Activities. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jackson, Velisha M. – PersonEntity: Name: NameFull: Estrada, Monica – PersonEntity: Name: NameFull: Zinsser, Katherine M. – PersonEntity: Name: NameFull: Curby, Timothy W. – PersonEntity: Name: NameFull: Gordon, Rachel A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 52 – Type: issue Value: 4 Titles: – TitleFull: Early Childhood Education Journal Type: main |
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