ABSTRACT

We investigated early-childhood teachers’ emotion socialization practices via a multi-method study that combined self-report measures and structured observational situations at day care centre. Eighty-nine teachers (M_age = 38.29 years; SD = 11.06) completed two questionnaires about their emotion socialization style and beliefs about emotions, respectively. A subsample of 40 teachers also participated in two experimental situations designed for observing their responses to children's emotional distress. We developed an innovative coding system for classifying teachers’ reactions in terms of focus (problem, emotion, solution, time) and style (coaching, dismissing, and amplifying, a new style we detected). All teachers deployed a variety of emotion socialization practices. Coaching reactions (especially emotion-focused) were the most frequent, followed by dismissing (problem- and emotion-focused responses) and, to a lesser extent, amplifying responses (mainly problem-focused). There were significant associations between the self-report scores and the responses observed in the experimental situations. We discuss the educational implications of these findings.

摘要

我们通过一项多方法研究调查了幼儿教师的情绪社会化实践，该研究结合了自我报告措施和日托中心的结构化观察情况。89 名教师（M_年龄 = 38.29 岁；SD = 11.06）分别完成了两份关于他们的情绪社会化风格和情绪信念的问卷。40 名教师的子样本还参与了两个实验情境，旨在观察他们对儿童情绪困扰的反应。我们开发了一种创新的编码系统，用于根据焦点（问题、情绪、解决方案、时间）和风格（指导、解雇和放大，我们发现的一种新风格）对教师的反应进行分类。所有教师都部署了各种情感社会化实践。教练反应（尤其是情绪为中心）是最常见的，其次是解雇（问题和情绪为中心的反应），在较小程度上，放大反应（主要是问题为中心）。自我报告分数与在实验情况下观察到的反应之间存在显着关联。我们讨论了这些发现的教育意义。