A unidimensional model of emotion-focused teaching in early childhood

Modeling, responding, and instructing have all been investigated as ways in which adults promote children’s emotional competence, but they have largely been investigated separately. To facilitate the development of effective professional development models which promote teachers’ engagement in emoti...

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Bibliographic Details
Published inLearning environments research Vol. 26; no. 3; pp. 933 - 949
Main Authors Zinsser, Katherine M., Curby, Timothy W., Gordon, Rachel A., Moberg, Sarah
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Netherlands 01.10.2023
Springer
Springer Nature B.V
Subjects
Early childhood education
Education
Educational Environment
Educational Technology
Faculty Development
Item Response Theory
Learning and Instruction
Original Paper
Preschool Teachers
Psychological Patterns
Rating Scales
Social & emotional learning
Sociology of Education
Teaching
Teaching Methods
Early childhood
Positive classroom environment
Social
Emotional learning
Rasch modeling
Emotion-focused teaching
Teacher effectiveness
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Summary:Modeling, responding, and instructing have all been investigated as ways in which adults promote children’s emotional competence, but they have largely been investigated separately. To facilitate the development of effective professional development models which promote teachers’ engagement in emotion-focused teaching, it is important to understand whether and how these practices are different manifestations of a common underlying construct and the extent to which they build on one another. Rasch models using 1606 observations of 47 preschool teachers using the EMOtion TEaching Rating Scale (EMOTERS) indicated that these teaching practices are all different expressions of the same emotion-focused teaching construct. Modeling practices generally were observed more frequently, instructing practices less frequently, and responding practices in the middle. This hierarchical arrangement can inform efforts to improve teachers’ emotion-focused teaching and benefit the positive social-emotional classroom environment.
ISSN:1387-1579
1573-1855
DOI:10.1007/s10984-023-09461-1