Words Can Help Manage Emotions: Using Research-Based Strategies for Vocabulary Instruction to Teach Emotion Words to Young Children

Autor/inn/en	Gallingane, Caitlin; Han, Heejeong Sophia
Titel	Words Can Help Manage Emotions: Using Research-Based Strategies for Vocabulary Instruction to Teach Emotion Words to Young Children
Quelle	In: Childhood Education, 91 (2015) 5, S.351-362 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2015.1090849
Schlagwörter	Vocabulary Development; Vocabulary Skills; Evidence; Educational Strategies; Young Children; Emotional Development; Emotional Experience; Emotional Intelligence; Empathy; Cultural Context; Word Lists; Reading Aloud to Others; Teaching Methods; Childrens Literature; Textbook Selection; Questioning Techniques; Discussion (Teaching Technique); Culturally Relevant Education; Best Practices; Early Childhood Education + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Aktiver Wortschatz; Evidenz; Lehrstrategie; Frühe Kindheit; Gefühlsbildung; Emotionale Intelligenz; Empathie; Wortliste; Teaching method; Lehrmethode; Unterrichtsmethode; 'Children''s literature'; Kinderliteratur; Befragungstechnik; Fragetechnik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	One of the key objectives of childhood education is to build empathy and understanding in students. Young children with the ability to comprehend and regulate their own emotions--and empathize with the emotions and experiences of others--go on to achieve greater learning outcomes and more positive relationships than children who do not develop these skills. Global citizenship education, which is being touted around the world as critical to a positive human future, emphasizes the role of empathy and compassion in students' leadership and decision-making. However, respect for and public display of emotions varies widely across cultures. In cultures known as "low-context" (i.e., Germany, U.K.), emotions are deemphasized in decision making and public life, whereas "high-context" cultures, as in Japan and Egypt, consider emotions to be an important part of all interactions. In this article, the authors present research on emotion words and emotional literacy for children and provide suggestions for practical application. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01