Emotion-focused teaching practices and preschool children’s social and learning behaviors.

Abstract

Preschool classrooms are rich with emotions, from a teacher's enthusiastic praise for a child's work to a child's anger at another child who is using wanted materials. A wide variety of teaching behaviors may help children learn about their own and others' emotional states as well as regulation strategies to manage their emotions. In the present study, we relate teachers' emotion-focused teaching behaviors (including how teachers model emotions, instruct about emotions, and respond to children's emotions) using a new observational tool, the EMOtion TEaching Rating Scale (EMOTERS). In addition, social and learning behaviors with teachers, peers, and tasks were observed for 77 children in 18 classrooms. We used the EMOTERS to predict children's social and learning behaviors within time (fall, spring) and over time (from fall to spring). Results affirm that emotion-focused teaching practices (modeling, responding, instructing) vary across classrooms. We also found instances of these practices being related-within time and over time-to children's social interactions with teachers and peers, and engagement in tasks. Most significant associations were found with emotion instructing, despite its relatively infrequent use in classrooms. Findings offer valuable initial evidence about EMOTERS as a tool for measuring emotion-focused teaching behaviors and potentially as a tool for supporting professional development.

Emotional Competency in Teaching: A Qualitative Study of Practices among Preschool and Elementary School Teachers

“…This aligns with the findings of previous research, which indicate that teachers who received training and support in addressing emotions in the classroom demonstrated a greater awareness and integration of emotions in their teaching practices compared to those without such training (Cuisinier,2016 ;Curby et al, 2021). Providing teachers with the necessary tools and training to effectively manage and support students' emotions is crucial for enhancing the overall classroom experience and promoting positive learning outcomes…”

“…Authors point out in this regard that facial expression represents a universal indicator of the momentary manifestation of emotion. Studies show the need to adopt a common frame of reference and a transversal approach in teaching emotions to children (Curby et al, 2021).…”

Associations Between Social–Emotional Teaching Practices and Reductions in Preschoolers' Challenging Behavior

“…In addition, the use of an existing database did not allow for control of the variables specifically for the questions asked in this study. Nevertheless, the results obtained are suggestive of directions for further research, and it is possible that additional investigations could be profitable in our quest to identify effective and efficient strategies for reducing and preventing the challenging behaviors of young children (Campbell, 1995;Curby et al, 2022;Dunlap et al, 2006;National Scientific Council on the Developing Child, 2020;Shonkoff & Phillips, 2000).…”

“…Currently, we know very little about the relationship between which social–emotional skills might be more effective to resolve preschoolers' persistent challenging behavior (McLeod et al, 2017). Examination of this relationship may help to identify more efficient and effective teaching strategies for young children already exhibiting challenging behavior (Assessment Work Group, 2019; Conroy et al, 2005; Curby et al, 2022; Dunlap et al, 2006; Hemmeter et al, 2016; Perry et al, 2007; Schonert-Reichl et al, 2017; Thompson & Raikes, 2007).…”

Family and Academic Stress and Their Impact on Students' Depression Level and Academic Performance

“…Whereas, few researchers have stated, family unity is the most serious factor while foreseeing teenagers' depression. Eaton noted that extreme broken family expressions might hurt emotionality and emotional regulation ( 67 , 68 ).…”