Early Childhood Directors as Socializers of Emotional Climate

Autor/inn/en	Zinsser, Katherine M.; Denham, Susanne A.; Curby, Timothy W.; Chazan-Cohen, Rachel
Titel	Early Childhood Directors as Socializers of Emotional Climate
Quelle	In: Learning Environments Research, 19 (2016) 2, S.267-290 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-016-9208-7
Schlagwörter	Child Care Centers; Preschool Children; Social Development; Emotional Development; Qualitative Research; Emotional Response; Child Caregivers; Administrator Role; Interviews; Administrator Attitudes; Educational Environment; Socialization; Educational Practices; Child Development; Learning Theories; Emotional Experience + Suchen Sie Ihr Suchwort? Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Entwicklung; Gefühlsbildung; Qualitative Forschung; Emotionales Verhalten; Caregiver; Caregivers; Carer; Interviewing; Interviewtechnik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Socialisation; Sozialisation; Bildungspraxis; Kindesentwicklung; Learning theory; Lerntheorie
Abstract	Early childhood centres are vibrant social communities where child and adult emotions are integral to learning. Previous research has focused on teaching practices that support children's social-emotional learning; fewer studies have attended to relevant centre-level factors, such as the emotional leadership practices of the centre director. The present study qualitatively explored the role of directors in cultivating climates supportive of social-emotional teaching and learning. Program administrators (N = 12) were interviewed to inform a model of Positive Early Emotional Leadership. Findings indicate that administrators believe that they play a vital role in creating and maintaining positive centre emotional climates. Moreover, the ways in which directors influence the climate of the centre resemble the emotion socialization processes identified previously in parenting and teaching literatures. These findings connect developmental theory to educational practice, highlighting the potential connections among centre directors' leadership practices, teachers' emotional experiences at work, and children's social and emotional learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01