Early Childhood Teachers as Socializers of Young Children’s Emotional Competence

Abstract

Young children's emotional competenceregulation of emotional expressiveness and experience when necessary, and knowledge of their own and other's emotions-is crucial for social and academic (i.e., school) success. Thus, it is important to understand the mechanisms of how young children develop emotional competence. Both parents and teachers are considered as important socializers of emotion, providing children experiences that promote or deter the development of emotional competence. However, compared to parents, early childhood teachers' roles in socializing young children's emotional competence have not been examined. Based on the findings from research on parental socialization of emotion, in this theoretical review we explore possible teacher roles in the development of young children's emotional competence. Additionally, we suggest future research focusing on early childhood teacher socialization of emotion, and discuss theoretical and practical benefits of such research.

Emotional Competence and Emotion Socialization in Preschoolers: The Viewpoint of Preschool Teachers

“…These teacher opinions correspond to the literature. Many children spend more time with their teachers compared to parents, particularly during the week while in a preschool educational institution (Denham, Bassett, & Zinsser, 2012). For this reason, teachers have to focus on being warm and sensitive towards children just as their parents within the classroom environment with the intent of developing emotional competence in them (Boyd, Barnett, Bodrova, Leong, & Gomby, 2005).…”

Hope in the Face of Climate Change: Associations With Environmental Engagement and Student Perceptions of Teachers’ Emotion Communication Style and Future Orientation

“…Although there are few studies in this area of research, they indicate that the ways teachers react to their students' negative emotions are important for both the children's emotional competence and for learning (Curby, Brock, & Hamre, 2013;Denham, Bassett, & Zinsser, 2012). No study, however, has been performed on how students perceive that their teachers are reacting to their negative emotions in relation to larger societal issues and if teachers are perceived as having a solution-oriented and engaging manner when talking about these problems or if they instead mostly focus on gloom and doom and how these emotion norms are related to students' hope.…”

Predominancia de la educación emocional occidental en contexto indígena: necesidad de una educación culturalmente pertinente

“…Durante los últimos años hemos venido siendo testigos de una lenta, pero constante reconsideración de la dimensión emocional en la escuela; lo que ha venido acompañado de una serie de investigaciones y programas de intervención que apuntan a un mejoramiento de ciertas habilidades o competencias emocionales, tanto en los estudiantes como en los profesores (Saarni, 2008;Denham, Bassett, & Zinsser, 2012;. Básicamente, la competencia emocional en la escuela es entendida como la demostración de eficacia emocional en las interacciones sociales (Bisquerra & Pérez, 2007).…”

“…Básicamente, la competencia emocional en la escuela es entendida como la demostración de eficacia emocional en las interacciones sociales (Bisquerra & Pérez, 2007). Entre las competencias emocionales encontramos el reconocimiento de emociones en sí mismo y en los otros (Saarni, 1999), lo cual se desarrolla mediante la regulación emocional (Denham, Bassett, & Zinsser, 2012). La regulación implica los siguientes procesos: (a) manejar las emociones de manera productiva, siendo consciente de los sentimientos, monitoreándolos y modificándolos cuando sea necesario, de modo que ayuden a afrontar diversas situaciones, y (b) expresar las emociones adecuadamente.…”