Early Childhood Professionals' Conceptualizations of Emotional Competence

• In Event: Crown Plaza Roundtable Session 13
  In Roundtable Session: Social and Emotional Learning in Early Childhood

Abstract

Despite the robust literature on emotion socialization, relatively little is known of early childhood administrators’ beliefs about and understanding of children’s emotional development, which may impact their investment in social-emotional teaching practices and supports. Early childhood leaders (N=43) completed surveys while attending a leadership workshop. Quantitative analyses revealed large variations in the perceived impact of various emotional development influencers on child outcomes. Qualitative analyses enhanced our understanding of how administrators perceive and define competent child behavior. The current study will be helpful to practitioners in their professional development and programmatic improvement efforts.

Authors

• Diamond Harris, University of Illinois at Chicago

• Callie Silver, University of Illinois at Chicago

• Ernesto Tito Ponce, University of Illinois at Chicago

• Kate M. Zinsser, University of Illinois at Chicago

• Timothy W Curby, George Mason University