Promoting Preschoolers' Emotion Expression, Regulation, and Learning Behaviors Through Emotion-Focused Teaching

• In Event: Factors Contributing to Children's Development

Abstract

Despite the increased attention on children’s social–emotional development, research on specific teacher practices that support children’s social–emotional development is still lacking. In the current study, we examine classroom-level emotion-focused teaching and preschool children’s social-emotional outcomes at two timepoints (Fall and Spring 2018). Findings suggest that children in pre-k classrooms engaging in higher quality emotion-focused teaching are better able to regulate negative emotions and social behaviors, and engage in behaviors that are supportive of their learning.

Authors

• Negar Fatahi, George Mason University

• Christen Park, University of Illinois at Chicago

• Timothy W. Curby, George Mason University

• Kate Zinsser, University of Illinois at Chicago

• Rachel A. Gordon, Northern Illinois University