What we feel and what we do: emotional capital in early childhood work

Andrew, Yarrow

doi:10.1080/09575146.2015.1077206

Cited by 59 publications

(53 citation statements)

References 42 publications

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“…The emotions that early childhood professionals experience and how they deal with them also may factor into their willingness and ability to create high‐quality learning environments for young children (Cassidy, King, Wang, Lower, & Kintner‐Duffy, ). In addition, when childcare workers have the capacity to effectively regulate their own emotions, they may be better able to operate as an important source of emotional capital for children (Andrew, ).…”

Section: Discussionmentioning

confidence: 99%

Caregivers’ emotional competence and behavioral responsiveness as correlates of early childcare workers’ relationships with children in their care

Garner

Parker

Prigmore

2019

Infant Mental Health Journal

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In the current study, we examined associations among early childcare workers’ emotional competence, observed responsiveness, comfort with socioemotional teaching practices, and the quality of their relationships with children in their care. The participants were 100 early childcare workers (72 center‐based Early Head Start teachers and 28 family childcare providers). Results showed that caregivers’ emotion regulation ability was positively associated with caregiver–child relational closeness. Understanding and regulation of emotion were both positively associated with childcare workers’ comfort with socioemotional teaching practices. Their observed responsiveness was positively related to relational closeness and negatively related to relational conflict. Findings are consistent with aspects of the prosocial classroom model, which asserts that educators high in emotional and social competence tend to adopt childcare practices that result in supportive relationships with children. Results provide insight into whether childcare workers’ responsiveness to young children and their perceived socioemotional teaching practices provide a pathway between emotional competence and the quality of caregiver–child relationships.

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Section: Discussionmentioning

confidence: 99%

Caregivers’ emotional competence and behavioral responsiveness as correlates of early childcare workers’ relationships with children in their care

Garner

Parker

Prigmore

2019

Infant Mental Health Journal

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“…Analysis of the English undergraduate model has illustrated the process of learning from experiences, both in ECEC settings and whilst attending training, whereby individuals adjust their behaviours as they learn to become the 'right' person for the job (Colley 2006). Once in employment ECEC professionals develop practical wisdom from the daily encounters of working with children (Andrew 2015) as professionals use prior experiences in ECEC to inform subsequent ones. The workplace and its culture is an important aspect of building experience, but the professional expertise that are generated/required may not be explicitly expressed, symbolised by metaphors and patterns of beliefs (Karila 2008).…”

Section: More Than a Qualificationmentioning

confidence: 99%

“…Attitudes and dispositions are indicative of the emotional aspects of working with young children, reflecting a dual process of considering the emotional well-being of children and the emotional pressures of working in ECEC. Without wishing to undermine the importance of the former, research has raised the issue of emotional labour and its potential for exploitation (Andrew 2015;Colley 2006) An ethic of care has been presented as a counter discourse to technocratic professionalism as it is underpinned by an ethical responsibility and approach to working with children, as opposed to a model of rules of conduct (Dahlberg and Moss 2005). An ethic of care is about making ethical decision, grounded in the context and the responsibility and care for the other, rather than applying particular rules (Dahlberg and Moss 2005).…”

Section: More Than a Qualificationmentioning

confidence: 99%

“…Further fragmentation exists in how services are conceptualised. In Australia, education focused ECEC services have a history of drawing on episteme (pure knowledge), whilst childcare services have centred on techne (technical skill)(Andrew 2015). Integrating care and education within training is not as simple as combining pure and technical knowledge, as the two have different epistemological basis.…”

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confidence: 99%

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The silencing of the knowledge-base in early childhood education and care professionalism

Campbell‐Barr

2017

International Journal of Early Years Education

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It is widely accepted that the early childhood education and care (ECEC) workforce is central to the quality of services. Modernist constructs of quality signal the importance of qualifications for quality, but the preoccupation with qualification levels silences questions about the knowledge required of ECEC professionals. Postmodern perspectives have opened up debates on understandings of professionalism and given voice to those who work in ECEC. However, sociological perspectives of knowledge challenge postmodernism as either creating a dichotomy between modernist technocratic models of professionalism and the ethical models implicated in postmodernism or at worst present knowledge as non-existent. Adopting a sociological perspective of knowledge moves away from the dichotomy, enabling a critical consideration of what is the knowledge-base for ECEC, how it is formed, legitimised and applied. Drawing on Bernstein contributes to the debates on professionalism through providing a model for the ECEC knowledge-base that identifies multiple forms of knowledge, representing both theoretical and experiential knowledge. Theoretical knowledge has strong boundaries that provides legitimacy. However, whilst the social origins of experiential knowledge offers legitimacy,, it requires greater articulation and scrutiny.

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“…We then discuss how we conceptualize a dynamic and interactive perspective on emotion regulation (Campos, Frankel, & Camras, 2004) to explain within-person links between empathy and emotional labor. Following this, we introduce the SAVI model and supporting theoretical perspectives (i.e., SOC-ER; Urry & Gross, 2010;emotional capital;Andrew, 2015;Cottingham, 2016), before introducing political skill as an emotion regulation resource. This discussion EMPATHY & EMOTIONAL LABOR 7 allows us to integrate these corollary theoretical perspectives into the prediction that the withinperson relationship between empathy and emotional labor is jointly conditional upon two between-person factors, age and political skill.…”

mentioning

confidence: 99%

Age-Conditional Effects of Political Skill and Empathy on Emotional Labor: An Experience Sampling Study

Toomey

Rudolph

Zacher

2020

Work, Aging and Retirement

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Grounded in lifespan development theories that posit a positive influence of aging on emotion regulation, we examine how chronological age and political skill (i.e., a work-related interpersonal competency that functions as an emotion-relevant resource) jointly moderate the relationships between within-person levels of empathy and the use of emotional labor strategies across a workweek. Participants were n = 118 full-time university employees (Mage = 42.85 years; SD = 12.18; range = 20–70), who completed momentary surveys 3 times a day, over a single 5-day workweek. Results show that age and within-person levels of empathy were positively related to momentary levels of deep acting. Considering further the interaction of age, political skill, and empathy, results suggest that the positive relationship between empathy and deep acting is conditional upon age and individual differences in political skill, with differential relationships observed for relatively older versus relatively younger participants. Overall, the findings of this study contribute to a better understanding of the role of age and political skill for daily emotional regulation in the work context.

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What we feel and what we do: emotional capital in early childhood work

Cited by 59 publications

References 42 publications

Caregivers’ emotional competence and behavioral responsiveness as correlates of early childcare workers’ relationships with children in their care

Caregivers’ emotional competence and behavioral responsiveness as correlates of early childcare workers’ relationships with children in their care

The silencing of the knowledge-base in early childhood education and care professionalism

Age-Conditional Effects of Political Skill and Empathy on Emotional Labor: An Experience Sampling Study

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