Emotion-Focused Curricula Models and Expressions of and Talk about Emotions between Teachers and Young Children

Autor/inn/en	Garner, Pamela W.; Bolt, Elizabeth; Roth, Alexa N.
Titel	Emotion-Focused Curricula Models and Expressions of and Talk about Emotions between Teachers and Young Children
Quelle	In: Journal of Research in Childhood Education, 33 (2019) 2, S.180-193 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2019.1577772
Schlagwörter	Preschool Curriculum; Humanistic Education; Preschool Children; Preschool Teachers; Affective Behavior; Teacher Student Relationship; Gender Differences; Teaching Methods; Holistic Approach; Teacher Behavior; Student Behavior + Suchen Sie Ihr Suchwort? Humanistische Bildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Affective disturbance; Active behaviour; Affektive Störung; Teacher student relationships; Lehrer-Schüler-Beziehung; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Holistischer Ansatz; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten
Abstract	Early childhood curricula reflect guiding principles or beliefs about the knowledge, skills, and behavior that are considered important for learning in the early childhood setting. This study examined linkages between teachers' and young children's expression of and talk about emotions during interactions in early childhood programs, using either the Creative Curriculum or the more emotion-focused Responsive Classroom approach. The research also examined teachers' and children's emotion-related behavior in relation to the gender composition of the interactions and teachers' social-emotional teaching practices. Participants were 117 preschoolers (64 girls) and their teachers. Teachers and children in the Creative Curriculum classrooms displayed proportionately more negative emotional expressions than their counterparts in classrooms adopting the Responsive Classroom approach. Teachers' negative emotional expressions were also more likely when children expressed negative emotions. Teachers' and children's negative expressions were less likely when teachers reported high use of social-emotional teaching practices. Teachers' emotion talk was also more likely when social-emotional teaching practices were high. Gender composition of the interactions was also predictive of teachers' emotion-related behavior. Discussion focuses on the important effect of curricula in supporting teachers' and young children's expression of and emotion talk in the early childhood classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01