Predictors of teachers’ emotion language and its association with toddlers’ social emotional competence

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Elizabeth K. King (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Karen La Paro

Abstract: The current study examined teachers’ emotion language (verbalization of emotions using labeling, questioning, explaining, and minimizing language) within naturally-occurring teacher–toddler interactions with 28 teachers and 115 toddlers in 28 toddler early childhood education classrooms. First, this study explored relationships between teachers’ beliefs about toddlers and their emotions, teachers’ knowledge about toddlers’ development, and teachers’ characteristics (such as education, experience, and ethnicity) predicting teachers’ use of emotion language. Second, this study assessed associations between teachers’ emotion language and toddlers’ social emotional competence. Analyses controlled for program quality, child age, and child gender. Results suggest that aspects of teachers’ beliefs about toddlers and their emotions, teachers’ knowledge, and teachers’ characteristics are predictive of teachers’ emotion language. Toddlers in classrooms with teachers who used emotion minimizing were rated as exhibiting less social emotional competence in toddler classrooms. Implications regarding the connection between teachers’ beliefs and knowledge to their practice, and the potential effects of teachers’ emotion language on toddlers’ social emotional functioning in classrooms are discussed.

Additional Information

Language: English
Date: 2016
Early childhood education, Social emotional competence, Teacher beliefs, Teacher knowledge, Teacher language, Toddler
Early childhood teachers $x Attitudes
Early childhood education
Communication in education
Classroom environment
Social interaction in children
Emotions in children
Toddlers $x Development

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