Early Gender Differences in Emotional Expressions and Self-Regulation in Settings of Early Childhood Education and Care

Autor/inn/en	Veijalainen, Jouni; Reunamo, Jyrki; Heikkilä, Minna
Titel	Early Gender Differences in Emotional Expressions and Self-Regulation in Settings of Early Childhood Education and Care
Quelle	In: Early Child Development and Care, 191 (2021) 2, S.173-186 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Veijalainen, Jouni) ORCID (Reunamo, Jyrki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1611045
Schlagwörter	Gender Differences; Emotional Response; Self Management; Self Control; Preschool Education; Toddlers; Preschool Children; Early Childhood Education; Foreign Countries; Child Care Centers; Coping; Arousal Patterns; Psychological Patterns; Age Differences; Individual Characteristics; Inhibition; Finland + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Emotionales Verhalten; Selbstmanagement; Selbstbeherrschung; Pre-school education; Vorschulerziehung; Infant; Infants; Toddler; Kleinkind; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Bewältigung; Age; Difference; Age difference; Altersunterschied; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Hemmung; Finnland
Abstract	This paper aims to determine possible gender differences in children's observed emotional expressions and their relationship with teacher-rated self-regulation (SR) skills in the setting of early childhood education and care (ECEC). Supporting SR and emotional wellbeing in early childhood can be considered a favourable pathway towards holistic development (e.g. Shonkoff et al. [2012]. The lifelong effects of early childhood adversity and toxic stress. "Pediatrics," 129(1), e232-e246; Bagdi & Vacca [2005]. Supporting early childhood social-emotional well being: The building blocks for early learning and school success. "Early Childhood Education Journal," 33(3), 145-150). The participants included 1213 (44.2%) boys and 1075 (41.0%) girls which were 13-83 months old. The SR data was collected through an evaluation instrument. Emotional expressions (N = 50480) were observed with an independent instrument. The results indicated how girls were observed to have more "neutral," "calm" or "peaceful"-related emotional expressions, while boys tended to express more "surprise," "curiosity," "anger" or "frustration"-related emotions. Boys' and girls' ability for SR was related to their emotional expressions. Boys' and girls' SR skills had the same tendency in weak, moderate and good SR categories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01