Promoting Children’s Positive Emotions for and Engagement in Learning

• In Event: Poster Session 8
  In Poster Session: Issues in Early Childhood

Abstract

This qualitative case study explores how early childhood educators support those emotions necessary to sustain children’s engagement in learning. The primary data consist of participant observations and interviews. My analysis highlights three themes: First, the teachers’ personal beliefs about the most pedagogically important emotion play an important role in implementing instructional strategies for promoting children’s engagement. Second, the teachers’ capacity to balance student excitement and engagement levels is the key to sustaining engagement in learning activities. Third, the teachers’ anticipation of student reactions to learning activities helps make more intentional decisions for children’s engagement. The findings suggest that integration of emotions into instruction could increase possibilities for student engagement and teacher satisfaction.

Author

• Mi-Hwa Park, Murray State University