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Preservice teachers' emotion-related regulation and cognition: Associations with teachers' responses to children's emotions in early childhood classrooms

Description:
A study of the frequency and variability of teachers' responses to children's emotions, and an examination of the relationship between teachers' emotion-related regulation, beliefs about children's emotions, and empathetic perspectives, and their responses to young children's positive and negative emotional displays, based on data from 24 preservice early education teachers during practicum hours at a university laboratory preschool
Resource Type:
Reports & Papers
Author(s):
Swartz Rebecca Anne; McElwain Nancy L.
Funder(s):
University of Illinois at Urbana-Champaign. Department of Human and Community Development
Country:
United States

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