Abstract In the present study, the relation between children’s emotion knowledge and preschool teachers’ book reading behaviors during shared book reading in the classroom was examined. A new coding system, the Book Readings for an Affective Classroom Education (BRACE), was developed to capture teachers’ macro-level book reading behaviors (i.e., dialogic reading) and micro-level use of emotion language (i.e., emotion coaching) during shared book reading. Results showed good reliability and validity of the BRACE. Further, teachers’ dialogic reading and emotion coaching behaviors during shared book reading positively predicted child emotion knowledge in Spring (T2), after controlling for children’s initial level of emotion knowledge in Fall (T1). In addition, a significant interaction between teachers’ book reading style and child emotion knowledge at T1 on emotion knowledge at T2 indicated that teachers’ effective book reading style was especially beneficial to children who had lower emotion knowledge at the beginning of the school year.

中文翻译：

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情感课堂教育（BRACE）编码系统书本阅读的心理计量学特性

摘要在本研究中，研究了儿童在课堂上共享阅读时的情绪知识与学龄前教师的阅读行为之间的关系。开发了一种新的编码系统，即“情感课堂教育读书”（BRACE），以捕获教师在阅读过程中的宏观层面的读书行为（即对话性阅读）和微观层面的情感语言使用（即情感辅导）。共享书籍阅读。结果表明BRACE具有良好的可靠性和有效性。此外，在控制了秋季（T1）儿童的初始情感水平之后，在共享书阅读过程中，教师的对话式阅读和情感教练行为积极预测了春季（T2）的儿童情感知识。此外，