La Paro, Karen

UNCG

There are 4 item/s.

TitleDateViewsBrief Description
Teacher personal and professional characteristics: contributions to emotional support and behavior guidance in early childhood classrooms 2011 64924 Emotional support and behavior guidance in early childhood classrooms have important influences on the social and emotional competence of the children within them. Accumulating evidence suggests that a higher percentage of children than ever before a...
Teachers' expression of mental state talk in Head Start classrooms 2013 517 This study examined teachers' use of four categories of mental state talk (verbalizations of mental processes using emotion terms, cognition terms, desire terms, and perception terms) in approximately hour-long observations in 34 Head Start classroom...
Teacher–child interpersonal dynamics: a closer look at prekindergarten children’s classroom experience 2013 132 Data from three large national datasets were examined to determine the extent to which teacher-child relationships and teacher-child classwide interactions operate as unique and important interpersonal dynamics in early childhood classrooms. Confirma...
Predictors of teachers’ emotion language and its association with toddlers’ social emotional competence 2016 16 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...