|Teacher personal and professional characteristics: contributions to emotional support and behavior guidance in early childhood classrooms
||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
||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
||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
||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...