Teachers' Responses to Children in Emotional Distress: A Study of Co-Regulation in the First Year of Primary School in Norway

Autor/inn/en	Frivold Kostøl, Elin Marie; Cameron, David Lansing
Titel	Teachers' Responses to Children in Emotional Distress: A Study of Co-Regulation in the First Year of Primary School in Norway
Quelle	In: Education 3-13, 49 (2021) 7, S.821-831 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cameron, David Lansing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1800062
Schlagwörter	Teacher Response; Emotional Response; Psychological Patterns; Elementary School Students; Foreign Countries; Grade 1; Modeling (Psychology); Video Technology; Simulation; Norway + Suchen Sie Ihr Suchwort? Lehrerkommentar; Emotionales Verhalten; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Modeling; Modelling; Modellierung; Simulation program; Simulationsprogramm; Norwegen
Abstract	The purpose of this study was to explore how first-grade teachers respond to pupils in emotional distress within the framework of co-regulation. Co-regulation in this context refers to an adult-child interactive process that supports children in learning to regulate their emotions. We conducted focus group interviews at four primary schools in southern Norway using video clips as prompts to initiate discussions about children's emotions and teachers' responses to them. Findings indicate that teachers' use many of the skills indicative of co-regulation, such as providing affirmation of children's emotions and modelling self-regulation. However, discussions within two of the focus groups were strongly dominated by attention to pragmatic solutions to resolve the conflicts as quickly as possible, which may reduce opportunities for co-regulation. This position poses a challenge with respect to the need for warm, trusting relationships based on an expectation that young pupils' emotional needs will be met. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01