What We Feel and What We Do: Emotional Capital in Early Childhood Work

Autor/in	Andrew, Yarrow
Titel	What We Feel and What We Do: Emotional Capital in Early Childhood Work
Quelle	In: Early Years: An International Journal of Research and Development, 35 (2015) 4, S.351-365 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2015.1077206
Schlagwörter	Early Childhood Education; Psychological Patterns; Personality Traits; Emotional Response; Well Being; Foreign Countries; Preschool Teachers; Interviews; Child Caregivers; Burnout; Teacher Morale; Preservice Teacher Education; Resilience (Psychology); Empathy; Heuristics; Models; Focus Groups; Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Emotionales Verhalten; Well-being; Wellness; Wohlbefinden; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Interviewing; Interviewtechnik; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Lehramtsstudiengang; Lehrerausbildung; Empathie; Heuristik; Analogiemodell; Australien
Abstract	The ancient Greeks articulated three types of knowledge, "episteme," "techne" and "phronesis." Education has emphasised two of these--"pure" knowledge and technical skills--while neglecting the latter. Within early childhood a key aspect of "phronesis"--practical wisdom--is emotion work, and its impact on the well-being of educators. Taking a sociological approach to emotions within early childhood reveals how these are shaped by issues of gender, social class and other dimensions of inequality, rather than being universal. Drawing on interviews with childcare educators in Australian services, I analyse how emotion work practices become embodied over time, and the role that this emotional capital plays in moderating workforce issues such as burnout or low morale. Making the practical wisdom of early childhood educators a more conscious part of pre-service and in-service education challenges existing educational approaches, and enables a more critical, reflexive and resilient workforce. (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