Associations between Emotional Scaffolding, Classroom Quality and Dialectical Thinking Support in Kindergarten

Autor/inn/en	Veraksa, Nikolay; Airapetyan, Zlata; Krasheninnikov-Khait, Evgenii; Gavrilova, Margarita
Titel	Associations between Emotional Scaffolding, Classroom Quality and Dialectical Thinking Support in Kindergarten
Quelle	In: Cypriot Journal of Educational Sciences, 16 (2021) 5, S.2091-2099 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	Kindergarten; Preschool Teachers; Young Children; Early Childhood Education; Rating Scales; Educational Quality; Scaffolding (Teaching Technique); Emotional Development; Thinking Skills; Foreign Countries; Classroom Environment; Russia (Moscow); Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Rating-Skala; Quality of education; Bildungsqualität; Gefühlsbildung; Denkfähigkeit; Ausland; Klassenklima; Unterrichtsklima
Abstract	Emotional scaffolding by the teachers of kindergarten children facilitates children's emotional well-being and contributes to their achievements in school. Our aim was to analyze the association between emotional scaffolding, dialectical thinking support and classroom quality. We used the Early Childhood Environment Rating Scale (ECERS-R), Dialectical Thinking Support (DTS) scale and Emotion Socialization Observation Scale (ESOS). The study involved 22 kindergarten groups attended by 6-7-year-old children and their educators who have worked with these children for several years. The actions of teachers aimed at emotional expressiveness modeling and teaching about emotions are positively associated with high-classroom and dialectical thinking support. We revealed for the first time associations between dialectical thinking support and emotional scaffolding in children. This suggests that the discussion of opposites and contradictions in objects and situations in the classroom environment and the study of them in the process of change is positively associated with emotion socialization. (As Provided).
Anmerkungen	Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: editor.cjes@gmail.com; Web site: http://www.cjes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01