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A mixed-method examination of preschool teacher beliefs about social-emotional learning and relations to observed emotional support

Resource Type: Reports & Papers
Author(s): Zinsser, Katherine M.; Shewark, Elizabeth A.; Denham, Susanne A.; Curby, Timothy W.;
Date Issued: September/October 2014
Description: The connections between parents' socialization practices and beliefs about emotions, and children's emotional development have been well studied; however, teachers' impacts on children's social-emotional learning (SEL) remain widely understudied. In the present study, private preschool and Head Start teachers (N=32) were observed using the Classroom Assessment Scoring System. Comparison groups were created based on their observed emotional support and then compared on their qualitative responses in focus group discussions on beliefs about emotions and SEL strategies. Teachers acknowledged the importance of preparing children emotionally (as well as academically) for kindergarten, but substantial differences emerged between the highly emotionally supportive and moderately emotionally supportive teachers in three areas: (1) teachers' beliefs about emotions and the value of SEL; (2) teachers' socialization behaviours and SEL strategies; and (3) teachers' perceptions of their roles as emotion socializers. Understanding such differences can facilitate the development of intervention programs and in-service training to help teachers better meet students' SEL needs. (author abstract)
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Funder(s): Institute of Education Sciences (U.S.)
Journal Title: Infant and Child Development
Volume Number: 23
Issue Number: 5
Page Range: 471-493
Topics: Children & Child Development > Child Development & School Readiness > Behavior/Social & Emotional Development/Socialization

Child Care & Early Education Quality > Process Quality

Child Care & Early Education Provider Workforce
Country: United States
States: VIRGINIA
ISSN: 1522-7227 Paper
1522-7219 Online
Peer Reviewed: yes
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