Sensitive Responsiveness: An Approach to the Analysis and Improvement of Teacher-Child Interactions in Early Childhood Settings

Remsperger-Kehm, Regina

doi:10.1007/978-981-10-4879-1_3

Cited by 2 publications

(1 citation statement)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers in turn give them comfort and help them feel more secure. Consequently, the childhood teacher becomes a significant caregiver for the child [ 26 , 27 ]. There is, however, an important difference between the behavior of parents and teachers.…”

Section: Promoting Emotion Regulationmentioning

confidence: 99%

Strengthening Emotional Development and Emotion Regulation in Childhood—As a Key Task in Early Childhood Education

Thümmler

Engel

Bartz

2022

IJERPH

View full text Add to dashboard Cite

The following article deals with emotional development and the development of emotion regulation skills in children during early childhood education, focusing primarily on the importance of the early childhood teacher. Emotion regulation is important for success and wellbeing in further life. It is developed in interaction with parents as attachment figures. Teachers can also be important persons for the child in the context of bonding. This leads to the question of how early childhood teachers can support children learning to regulate their emotions. We analyze with the content analysis, four programs for promoting social and emotional skills that are currently used in Germany. The main question is if the programs include elements that increase teachers’ skills in supporting the children in regulating their emotions. The categories to analyze the programs are derived from theories of teacher-child interaction. In addition to programs for promoting emotional and social development, we will discuss aspects of shaping interaction as essential elements in promoting emotion regulation. The conclusion outlines some key implications for educational practice and the importance of developing professional behavior for qualitative teacher-child interactions.

show abstract

Section: Promoting Emotion Regulationmentioning

confidence: 99%