Emotional Scaffolding in Early Childhood Education

Autor/inn/en	Park, Mi-Hwa; Tiwari, Ashwini; Neumann, Jacob W.
Titel	Emotional Scaffolding in Early Childhood Education
Quelle	In: Educational Studies, 46 (2020) 5, S.570-589 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tiwari, Ashwini)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2019.1620692
Schlagwörter	Scaffolding (Teaching Technique); Emotional Response; Teacher Student Relationship; Classroom Environment; Public Schools; Early Childhood Teachers; Kindergarten; Young Children; Security (Psychology); Learner Engagement; Play; Texas + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Public school; Öffentliche Schule; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Security; Psychology; Sicherheit; Spiel
Abstract	Emotions can either help or hinder students' learning. This is especially true in early childhood education. This article analyzes data on how two early childhood teachers account for students' emotions in their teaching, a process we call "emotional scaffolding." These teachers use emotional scaffolding for three main instructional purposes: 1) to create an emotional climate in their classrooms; 2) to manage students' excitement levels; and 3) to maintain students' interest in classroom learning. This article differentiates emotional scaffolding within instruction in early childhood education from other uses of the label found in the literature. Lastly, the article suggests a framework for researchers to use to analyze emotional scaffolding in early childhood classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01