Toddler Teachers' Responses to Emotional and Cognitive Tantrums and Relations With Successful Resolution

• In Event: 54.080 - Roundtable Session 22
  In Roundtable Session: 54.080-17 - Fresh Insights in Social and Emotional Learning: Qualitative Investigations of Toddlers, Teachers, and Travel

Abstract

Toddler tantrums are particularly challenging and can cause stress to the teacher-child relationship, as well as the over all classroom climate. An observational study was conducted to examine teachers’ responses to toddler tantrums, and the effectiveness of these responses in two toddler classrooms at a high-quality child care center. Exploratory analysis was also conducted to examine a new approach to conceptualizing types of tantrums based on the behavioral characteristics of cognitive and emotional tantrums outlined by Siegel and Bryson (2012). Qualitative analysis of the data suggests that toddler teachers respond to tantrums with various strategies. The tantrums observed where found to fit into Siegel and Bryson’s (2012) typology of cognitive or emotional. The implications for further research are suggested.

Authors

• Ashley Shafer, University of Pittsburgh

• Shannon Beth Wanless, University of Pittsburgh

• Jennifer Briggs, University of Pittsburgh