Impact of pedagogical intervention on early childhood professionals’ emotional availability to children with different temperament characteristics

Harkoma, Sivi M.; Sajaniemi, Nina; Suhonen, Eira; Saha, Marja‐Terttu

doi:10.1080/1350293x.2021.1895264

Cited by 13 publications

(8 citation statements)

References 44 publications

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“…This study is truly an innovative use of the system, much like the earlier study by Soderberg et al, (2013) where they studied the therapy process using the EA System, and found that EA is associated with therapeutic alliance. Further, other studies have looked at teacher-child EA (Harkoma et al, 2021(Harkoma et al, , 2022Pinchover & Shulman, 2019), as well as professional childcare provider and child EA (described in Biringen et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Observed Emotional Availability<bold> (EA) in the Early Months and Adolescence and Self-Reported EA at Any Age: A Narrative Review</bold>

Biringen¹,

Sandoval²,

Flykt³

2023

Human Development

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Emotional availability (EA) is a relational construct that encompasses the ability of a dyad to share an emotionally connected, safe relationship. EA is operationalized by the multidimensional framework, which includes the observational EA Scales, the observational emotional attachment zones (EA-Z), as well as the EA Self-Report (EA-SR). The observational EA Scales measure the mutual interactive influences a child and parent may have on one another through observation of their affect and behavior and consist of 4 adult dimensions (sensitivity, structuring, nonintrusiveness, and nonhostility) and 2 child dimensions (responsiveness and involvement of the adult). The EA-Z refers to “emotional attachment styles” and is based on the summary of the observational EA Scales, assigned separately to adult and child (Emotionally Available, Complicated, Detached, Problematic/Disturbed/Traumatized or Traumatizing), with the potential that the emotional attachment perspective of the adult and child may not be the same. The EA-SR is about parental perceptions rather than observations, which should be taken into account in interpreting its findings. Collectively, these different measurements are referred to as the EA System. In this review, we focus on the EA-SR at any age, as well as EA observations, in the earliest months and adolescence.

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Section: Discussionmentioning

confidence: 99%

Observed Emotional Availability<bold> (EA) in the Early Months and Adolescence and Self-Reported EA at Any Age: A Narrative Review</bold>

Biringen¹,

Sandoval²,

Flykt³

2023

Human Development

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“…For example, does a specific intervention improve caregiver's interaction with children with a specific type of temperament in center‐based childcare? (see Harkoma et al, 2021 for an interesting approach). Relatedly, does an intervention have a positive impact on the wellbeing of all children, including, for example, relatively shy infants or children with higher levels of frustration?…”

Section: Discussionmentioning

confidence: 99%

“…Finally, the significant contribution of caregiver–child interactions to the socio‐emotional development (Mortensen & Barnett, 2015; this study) highlights the importance of professional development aimed at strengthening the quality of caregiver–child interactions (Egert et al, 2020). Professional development should therefore aim at improving caregivers' skills to interact with children with different temperaments (Harkoma et al, 2021). In‐service professional development, coupled with knowledge of infants' temperament, may stimulate caregivers' positive interactions with various children in the group.…”

Section: Discussionmentioning

confidence: 99%

Infants in Dutch daycare: Exploring fine‐grained dimensions of temperament

Fukkink

2022

Infant and Child Development

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Infants attend daycare at an early age, which raises questions about children's sensitivity to the childcare environment and the role of different temperamental traits in their development in the early years. In a two‐year longitudinal study with parent‐ and caregiver‐reported data for Dutch children at the age of 1 and 2 years (120 children from 92 groups), we explored fine‐grained dimensions of negative affect and their relationship with socio‐emotional functioning. Especially shyness, frustration and soothability proved robust predictors of socio‐emotional development across parent‐ and caregiver‐reported data with both concurrent (Year‐1) and predictive associations (Year‐2). Also, the quality of caregiver–child interactions moderated caregiver‐reported child wellbeing and competence. Infants that are open to social contacts, are easy to comfort and have low levels of frustration, and have higher levels of wellbeing and less problem behaviour in early daycare than peers with higher levels of shyness and frustration and relatively low levels of soothability.

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“…An attachment-and EA-based program to improve the teacher's EA, PedaSens, was conducted in Finland (Harkoma et al, 2021) and involves 3 months of training, including five 90-min sessions. Children were between the ages of 1 and 6 years This program can be characterized as attachment-as well as EA-based, in that the teachers are trained in how to be emotionally available to the children (with teams of teachers being trained through the use of video feedback as well as the transmission of information about how to interact with children).…”

Section: Prevention and Intervention Effortsmentioning

confidence: 99%

Emotional Availability: Clinical Populations and Clinical Applications

Biringen¹,

Sandoval²,

Flykt³

et al. 2022

Human Development

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Emotional Availability (EA) is the ability to share an emotional connection within a dyad. The observational EA System includes the EA Scales and the EA Zones. The EA Scales consist of four adult dimensions (sensitivity, structuring, nonintrusiveness, nonhostility) and two child dimensions (responsiveness, involvement). Based on the EA Scales, EA Zones refers to “emotional attachment styles” and are patterned after traditional attachment categories (Ainsworth et al., 1978). Since the review on EA by Biringen et al. (2014), extensive research on EA has utilized the EA Scales or the EA Zones, especially with respect to clinical populations and applications. We address topics absent from the 2014 review, namely utilizing the EA system for at-risk populations and in prevention and intervention studies. We consider EA research accounting for fathers or alternative caregivers and suggest using the whole EA system versus specific dimensions. We conclude with new directions in clinical applications of EA.

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Impact of pedagogical intervention on early childhood professionals’ emotional availability to children with different temperament characteristics

Cited by 13 publications

References 44 publications

Observed Emotional Availability<bold> (EA) in the Early Months and Adolescence and Self-Reported EA at Any Age: A Narrative Review</bold>

Observed Emotional Availability<bold> (EA) in the Early Months and Adolescence and Self-Reported EA at Any Age: A Narrative Review</bold>

Infants in Dutch daycare: Exploring fine‐grained dimensions of temperament

Emotional Availability: Clinical Populations and Clinical Applications

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