Understanding Emotion Beliefs in Early Childhood Educators: The Role of Equity Mindsets and Psychosocial Strain

• In Event: AERA Roundtable Session Wednesday 11:45 am - Gold 1
  In Roundtable Session: Labor of Love, Weight of Care: Emotional Realities in Early Childhood Classrooms

Abstract

Early childhood educators (ECEs) play a critical role in shaping children’s social-emotional development; however, little is known about how their beliefs and psychosocial strain influence their perceptions of children’s emotions. This study examined how racial equity mindsets, stress, and burnout relate to ECEs’ beliefs using survey data from 146 educators in a diverse school district. ECEs with graduate degrees and those identifying as Latine or White were less likely to view children’s positive emotions as disruptive or emotional expressions as manipulative. Endorsement of cultural deficit and post-racial mindsets, as well as higher student-related stress and emotional exhaustion, were associated with more negative emotion beliefs. Findings highlight the need to address both equity beliefs and educator well-being in early learning settings.

Authors

• Javier Omar, Stanford University

• Kavindya Thennakoon, Stanford University

• Catie Connolly, Stanford University

• Jelena Obradovic, Stanford University