Personal and Professional Emotional Characteristics of Early Childhood Teachers and Their Proneness to Communicate with Parents and Colleagues About Children’s Emotions

Early child care experiences and individual differences: the role of gender and temperament in social skills and problem behaviours in Italian toddlers

“…As previous studies have already reported (Gevers Deynoot-Schaub & Riksen-Walraven, 2006;Phillips et al, 2012), the quality of educator-child interactions appears particularly important, why additional research is needed to evaluate the specific role of educators' skills to help children in emotional regulation process, focusing on teachers' personal and professional emotional competence (Ciucci, Baroncelli, Toselli, & Denham, 2018;Scarzello, Arace, Zonca, & Agostini, 2017). Table 5.…”

Safe spaces or a pedagogy of discomfort? Senior high-school teachers’ meta-emotion philosophies and climate change education

“…Leaning on empirical support from research about parents' meta-emotion philosophies, all these studies take their starting point in the assumption that teachers' meta-emotion philosophies most probably influence how they act and react (coach) in the classroom in emotion-laden situations. This hypothesis has recently been supported in studies with preschool teachers (see Ciucci et al, 2018;Ornaghi et al, 2020). No study, however, has dealt with meta-emotion philosophies in relation to educating about sustainability problems.…”

“…Studies on teachers and meta-emotions philosophies are very rare, however, and are more or less non-existent in relation to education about larger societal problems. Exceptions are two quantitative studies about meta-emotion philosophies among early-childhood teachers (Ciucci et al, 2015;2018) and a masters' thesis dealing with the association between teachers' meta-emotions and students' academic performance and bonding to school (Ming Yan, 2010). In addition, Zembylas (2004) explored one science teacher's metaphors about her own emotions in the learning situation, and he identified both frustration-based metaphors and excitement-based metaphors.…”

“…However, what is still largely missing in the literature is an exploration of teachers' views about the role of emotions in ESD. These views are important to investigate since they may influence how teachers act in the classroom (Ciucci et al, 2015;Ciucci et al, 2018). Therefore, the aim of the present study is to explore a group of Swedish senior high-school teachers' beliefs about emotions in climate change education and their perception of how they deal with and coach students' emotions in the classroom, i.e., how they act when students give expression to emotions about climate change.…”

Empathy in Toddlers: The Role of Emotion Regulation, Language Ability, and Maternal Emotion Socialization Style

“…Hence, promoting and maintaining positive parent-child relationships will be a fundamental component of future parenting programs aimed at enhancing children's emotional and behavioral well-being. Similar programs may be implemented in early childhood education settings as well, such as nursery and kindergarten, where educators may be trained to adopt emotion-coaching responses (e.g., Ciucci et al, 2015Ciucci et al, , 2018. On the other hand, toddlers may benefit from interventions at nursery that are especially focused on enhancing their emotion regulation skills, with a view to fostering empathic responses toward others (Sprung et al, 2015;Grazzani et al, 2016a,b;Ornaghi et al, 2017).…”