Preschool teachers’ emotional intelligence and beliefs: Informing emotion socialization in the classroom
Vol 8, Issue 3, 2023, Article identifier:
VIEWS - 222 (Abstract) 209 (PDF)
Abstract
This paper pretends to investigate the effectiveness of distance education during the COVID-19 pandemic time. Its objective was to analyze variables that impacted the results of emergency distance education, the challenges that arise for teacher training and comprehensive and inclusive education during and after pandemic periods. It corresponds to a documentary investigation, uses qualitative content analysis, and is framed in a stage of initial results on peer-reviewed academic articles from the Web of Science and websites of institutions relevant to the topic studied. The total sample was 70 articles. The results identify variables mostly studied in the scientific literature that affected distance learning, related to socio-emotional, motivational, self-regulation and executive skills of the students, along with those coming from particular family and social contexts and the organization of schools. It is expected that the conclusions will contribute to educational policy decisions on teacher training and intersectoral actions to face future emergencies that involve school closures and constitute a set of evidence of the main barriers and facilitators of educational work in a period of health emergency available to the educational community, useful for the design of improvements in educational quality for the diversity of students in different scenarios.
Keywords
Full Text:
PDFReferences
1. Denham SA, Brown C. “Plays nice with others”: Social-emotional learning and academic success. Early Education and Development 2010; 21(5): 652–680. doi: 10.1080/10409289.2010.497450
2. Jones DE, Greenberg M, Crowley M. Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health 2015; 105(11): 2283–2290. doi: 10.2105/ajph.2015.302630
3. Denham SA, Bassett HH, Wyatt T. The socialization of emotional competence. In: Grusec JE, Hastings PD (editors). The Handbook of Socialization: Theory and Research, 2nd ed. Guilford Press; 2014. pp. 590–613.
4. Denham SA, Bassett HH. Early childhood teachers’ socialization of children’s emotional competence. Journal of Research in Innovative Teaching and Learning 2019; 12(2): 133–150. doi: 10.1108/jrit-01-2019-0007
5. Denham SA, Ferrier DE, Bassett HH. Preschool teachers’ socialization of emotion knowledge: Considering socioeconomic risk. Journal of Applied Developmental Psychology 2020; 69: 101160. doi: 10.1016/j.appdev.2020.101160
6. Poulou MS, Denham SA. Teachers’ emotional expressiveness and coping reactions to students’ emotions: Associations with students’ social-emotional competences and school adjustment. Early Education and Development 2023; 34(3): 607–625. doi: 10.1080/10409289.2022.2053486
7. Poulou M, Bassett HH, Denham SA. Teachers’ perceptions of emotional intelligence and social-emotional learning: Students’ emotional and behavioral difficulties in U.S. and Greek preschool classrooms. Journal of Research in Childhood Education 2018; 32(3): 363–377. doi: 10.1080/02568543.2018.1464980
8. Ornaghi V, Agliati A, Pepe A, Gabola P. Patterns of association between early childhood teachers’ emotion socialization styles, emotion beliefs and mind-mindedness. Early Education and Development 2020; 31(1): 47–65. doi: 10.1080/10409289.2019.1627805
9. Ulloa M, Evans I, Jones L. The effects of emotional awareness training on teachers’ ability to manage the emotions of preschool children: An experimental study (Spanish). Escritos de Psicología 2016; 9(1): 1–14. doi: 10.24310/espsiescpsi.v9i1.13195
10. Garner PW, Parker TS, Prigmore SB. Caregivers’ emotional competence and behavioral responsiveness as correlates of early childcare workers’ relationships with children in their care. Infant Mental Health Journal 2019; 40(4): 496–512. doi: 10.1002/imhj.21784
11. Rivers SE, Tominey SL, O’Bryon EC, Brackett MA. Developing emotional skills in early childhood settings using Preschool RULER. Psychological Education Review 2013; 37(2): 20–25. doi: 10.53841/bpsper.2013.37.2.19
12. Brackett MA, Katulak NA. Emotional intelligence in the classroom: Skill-based training for teachers and students. In: Ciarrochi J, Mayer JD (editors). Applying Emotional Intelligence: A Practitioner’s Guide. Psychology Press; 2006. pp. 1–27.
13. Ersay E. Preschool teachers’ emotional awareness levels and their responses to children's negative emotions. Procedia-Social and Behavioral Sciences 2015; 191: 1833–1837. doi: 10.1016/j.sbspro.2015.04.220
14. Ersay E. Preschool Teachers’ Emotional Experience Traits, Awareness of Their Own Emotions and Their Emotional Socialization Practices [PhD thesis]. The Pennsylvania State University; 2007.
15. Buettner CK, Jeon L, Hur E, Garcia RE. Teachers’ social-emotional capacity: Factors associated with teachers’ responsiveness and professional commitment. Early Education and Development 2016; 27(7): 1018–1039. doi: 10.1080/10409289.2016.1168227
16. Ciucci E, Baroncelli A, Toselli M. Meta-emotion philosophy in early childhood teachers: Psychometric properties of the Crèche Educator Emotional Styles Questionnaire. Early Childhood Research Quarterly 2015; 33: 1–11. doi: 10.1016/j.ecresq.2015.04.006
17. Asi DS, Karabay SO, Aydin DG. Emotional correspondence between preschoolers and teachers: What are the effects on child-teacher relationships? Education 3-13 2019; 47(8): 969–982. doi: 10.1080/03004279.2018.1544579
18. Ahn HJ. Child care teachers’ beliefs and practices regarding socialization of emotion in young children. Journal of Early Childhood Teacher Education 2005; 26(3): 283–295. doi: 10.1080/10901020500371155
19. Swartz RA, McElwain NL. Preservice teachers’ emotion-related regulation and cognition: Associations with teachers’ responses to children’s emotions in early childhood classrooms. Early Education and Development 2012; 23(2): 202–226. doi: 10.1080/10409289.2012.619392
20. Brackett MA, Reyes MR, Rivers SE, et al. Assessing teachers’ beliefs about social and emotional learning. Journal of Psychoeducational Assessment 2012; 30(3): 219–236. doi: 10.1177/0734282911424879
21. Moore JE, Cooper BR, Domitrovich CE, et al. The effects of exposure to an enhanced preschool program on the social-emotional functioning of at-risk children. Early Childhood Research Quarterly 2015; 32: 127–138. doi: 10.1016/j.ecresq.2015.03.004
22. Denham SA, Grant S, Hamada H. I have two first teachers about emotions: Contributions of mothers and teachers in promoting preschoolers’ self-regulation and social competence. In: Proceedings of the Poster Presented at the National Head Start Research Conference; June 2002; Washington, DC, USA.
23. Poulou MS. Social and emotional learning and teacher-student relationships: Preschool teachers’ and students’ perceptions. Early Childhood Education Journal 2017; 45(3): 427–435. doi: 10.1007/s10643-016-0800-3
24. Brackett MA, Rivers SE, Shiffman S, et al. Relating emotional abilities to social functioning: A comparison of self-report and performance measures of emotional intelligence. Journal of Personality and Social Psychology 2006; 91(4): 780–795. doi: 10.1037/0022-3514.91.4.780
25. Paterson AD, Babb KA, Camodeca A, et al. Emotion-related parenting styles (ERPS): A short form for measuring parental meta-emotion philosophy. Early Education and Development 2012; 23(4): 583–602. doi: 10.1080/10409289.2011.569316
26. Spiliotopoulou G. Reliability reconsidered: Cronbach’s alpha and paediatric assessment in occupational therapy. Australian Occupational Therapy Journal 2009; 56(3): 150–155. doi: 10.1111/j.1440-1630.2009.00785.x
27. Clark LA, Watson D. Constructing validity: Basic issues in objective scale development. Psychological Assessment 1995; 7(3): 309–319. doi: 10.1037/1040-3590.7.3.309
28. Hakim-Larson J, Parker A, Lee C, et al. Measuring parental meta-emotion: Psychometric properties of the emotion-related parenting styles self-test. Early Education and Development 2006; 17(2): 229–251. doi: 10.1207/s15566935eed1702_2
29. Halberstadt AG, Wilson ME. Self-Expressiveness in the Classroom Questionnaire. North Carolina State University; 2010.
30. Fabes RA, Eisenberg, N, Bernzweig J. The Coping with Children’s Negative Emotions Scale: Description and scoring. Arizona State University; 1990.
31. Halberstadt AG, Cassidy J, Stifter CA, et al. Self-expressiveness within the family context: Psychometric support for a new measure. Psychological Assessment 1995; 7(1): 93–103. doi: 10.1037/1040-3590.7.1.93
32. Fabes RA, Poulin RE, Eisenberg N, Madden-Derdich DA. The coping with children’s negative emotions scale (CCNES): Psychometric properties and relations with children’s emotional competence. Marriage and Family Review 2002; 34(3–4): 285–310. doi: 10.1300/j002v34n03_05
33. Denham SA, Bassett HH. Focal-T: Focal Observations of Teachers’ Emotions and Reactions to Children’s Emotions. George Mason University; 2013.
34. Roberts WL. Software for Observing Behavior in Natural Settings (Version 2.75.1). Thompson Rivers University; 2011.
35. Denham SA, Auerbach S. Mother-child dialogue about emotions and preschoolers’ emotional competence. Genetic, Social, and General Psychology Monographs 1995; 121(3): 311–337.
36. Pentimonti JM, Zucker TA, Justice LM, et al. A standardized tool for assessing the quality of classroom-based shared reading: Systematic assessment of book reading (SABR). Early Childhood Research Quarterly 2012; 27(3): 512–528. doi: 10.1016/j.ecresq.2011.12.007
37. Ziv M, Smadja ML, Aram D. Preschool teachers’ reference to theory of mind topics during different contexts: Reading, reconstruction and telling. Teaching and Teacher Education 2015; 45: 14–24. doi: 10.1016/j.tate.2014.08.009
38. Denham S, Kochanoff AT. Parental contributions to preschoolers’ understanding of emotion. Marriage & Family Review 2002; 34(3–4): 311–343. doi: 10.1300/j002v34n03_06
39. Morris CAS, Denham SA, Bassett HH, Curby TW. Relations among teachers’ emotion socialization beliefs and practices, and preschoolers’ emotional competence. Early Education and Development 2013; 24(7): 979–999. doi: 10.1080/10409289.2013.825186
40. Pianta RC, La Pianta KM, Hamre BK. Classroom Assessment Scoring SystemTM: Manual K-3. Paul H Brookes Publishing; 2008.
41. Hamre BK, Pianta RC. Learning opportunities in preschool and early elementary classrooms. In: Pianta RC, Cox MJ, Snow KL (editors). School Readiness and the Transition to Kindergarten in the Era of Accountability. Paul H Brookes Publishing; 2007. pp. 49–83.
42. Zinsser KM, Denham SA, Curby TW, Shewark EA. “Practice what you preach”: Teachers’ perceptions of emotional competence and emotionally supportive classroom practices. Early Education and Development 2015; 26(7): 1–21. doi: 10.1080/10409289.2015.1009320
43. Mashburn AJ, Pianta RC, Hamre BK, et al. Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development 2008; 79(3): 732–749. doi: 10.1111/j.1467-8624.2008.01154.x
44. Denham SA. Emotional competence during childhood and adolescence. In: LoBue V, Pérez-Edgar K, Buss KA (editors). Handbook of Emotional Development. Springer, Cham; 2019. pp. 493–542.
45. Ferreira M, Reis-Jorge J, Batalha S. Social and emotional learning in preschool education: A qualitative study with preschool teachers. International Journal of Emotional Education 2012; 13(1): 51–66.
46. Koludrović M, Mrsić A. The attitudes of initial teacher education students towards teacher socioemotional competence. Economic Research-Ekonomska Istraživanja 2022; 35(1): 4113–4127. doi: 10.1080/1331677x.2021.2010114
47. Somerwil T, Klieve H, Exley B. Preschool educators’ readiness to promote children’s emotional competence. Asia-Pacific Journal of Research in Early Childhood Education 2020; 14(2): 135–158. doi: 10.17206/apjrece.2020.14.2.135
48. Zinsser KM, Shewark EA, Denham SA, Curby TW. A mixed-method examination of preschool teacher beliefs about social emotional learning and relations to observed emotional support. Infant and Child Development 2014; 23(5): 471–493. doi: 10.1002/icd.1843
49. Türkmen S, Ulutaş İ. How do preschool teachers perceive the emotional intelligence? Teaching practices and emotional intelligence in early childhood. In: Educational Sciences Research in the Globalizing World. Kliment Ohridski University Press; 2018; pp. 170–183.
50. Buettner CK, Hur EH, Jeon L, Andrews DW. What are we teaching the teachers? Child development curricula in US higher education. Child & Youth Care Forum 2016; 45(1): 155–175. doi: 10.1007/s10566-015-9323-0
51. Garner PW. Emotional competence and its influences on teaching and learning. Educational Psychology Review 2010; 22(3): 297–321. doi: 10.1007/s10648-010-9129-4
52. Schonert-Reichl KA, Kitil MJ, Hanson-Peterson J. To Reach the Students, Teach the Teachers: A National Scan of Teacher Preparation and Social and Emotional Learning. University of British Columbia; 2017.
53. Steed EA, Roach AT. Childcare providers’ use of practices to promote young children’s social-emotional competence. Infants & Young Children 2017; 30(2): 162–171. doi: 10.1097/iyc.0000000000000092
54. Jeon L, Hur E, Buettner CK. Child-care chaos and teachers’ responsiveness: The indirect associations through teachers’ emotion regulation and coping. Journal of School Psychology 2016; 59: 83–96. doi: 10.1016/j.jsp.2016.09.006
55. Kremenitzer JP, Miller R. Are you a highly qualified, emotionally intelligent early childhood educator? Young Children 2008; 63(4): 106–112.
56. Mortari L. Learning thoughtful reflection in teacher education. Teachers and Teaching 2012; 18(5): 525–545. doi: 10.1080/13540602.2012.709729
57. O’Connor R, De Feyter J, Carr A, et al. A Review of Literature on Social and Emotional Learning for Students Ages 3–8: Implementation Strategies and State and District Support Policies (Part 2 of 4). U.S. Department of Education Institute for Education Sciences National Center for Education Evaluation and Regional Assistance: Regional Educational Laboratory (Mid-Atlantic) at ICF International; 2017.
58. Jennings PA, Greenberg MT. The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research 2009; 79(1): 491–525. doi: 10.3102/0034654308325693
59. Kemeny ME, Foltz C, Cavanagh JF, et al. Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses. Emotion 2012; 12(2): 338–350. doi: 10.1037/a0026118
60. Lang SN, Jeon L, Sproat EB, et al. Social emotional learning for teachers (SELF-T): A short-term, online intervention to increase early childhood educators’ resilience. Early Education and Development 2020; 31(7): 1112–1132. doi: 10.1080/10409289.2020.1749820
61. Ornaghi V, Conte E, Agliati A, Gandellini S. Early-childhood teachers’ emotion socialization practices: A multi-method study. Early Child Development and Care 2022; 192(10): 1608–1625. doi: 10.1080/10409289.2019.1627805
62. Gilkerson L. Irving B. Harris distinguished lecture: Reflective supervision in infant-family programs: Adding clinical process to nonclinical settings. Infant Mental Health Journal 2004; 25(5); 424–439. doi: 10.1002/imhj.20017
63. Jennings PA. Early childhood teachers’ well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes towards challenging students. Mindfulness 2015; 6(4): 732–743. doi: 10.1007/s12671-014-0312-4
64. Shewark EA, Zinsser KM, Denham SA. Teachers’ perspectives of the consequences of managing classroom climate. Child and Youth Care Forum 2018; 47(6): 787–802. doi: 10.1007/s10566-018-9461-2
65. Denham SA, Mortari L, Silva R. Preschool teachers’ emotion socialization and child social-emotional behavior in two countries. Early Education and Development 2021; 33(5): 806–831. doi: 10.1080/10409289.2021.2015915
DOI: https://doi.org/10.54517/esp.v8i3.1822
(222 Abstract Views, 209 PDF Downloads)
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Susanne Denham
License URL: https://creativecommons.org/licenses/by/4.0/