How Early Childhood Teachers’ Emotion Helpfulness Beliefs Impact their Reactions to Children’s Negative Emotions

• 발행기관: The Pacific Early Childhood Education Research Association(환태평양유아교육연구학회)
• 저자명: Hoewook Chung Jisu Son
• 간행물 정보: 『Asia-Pacific journal of research in early childhood education』Vol.17 No.3, 185~205쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2023.09.01

영문 초록

This study examined how teachers’ beliefs in emotions, as helpful or hindrance factors, influenced their reactions to children’s negative emotions. The researchers collected data through an online survey of 240 early childhood teachers in South Korea. Results revealed that teachers with firm beliefs regarding emotion as helpful (emotion-help belief) exhibited a higher degree of supportive reactions to children’s negative emotions. Conversely, teachers with firm beliefs regarding emotion as a hindrance (emotion-hinder belief) showed more unsupportive responses to children’s negative emotions. This study is significant because it is the first attempt to suggest teachers’ beliefs about emotions as helpful or hindrance determinants as a predictive factor in their emotion socialization practices. The findings indicate the need for teacher education to strengthen teachers’ positive beliefs about emotion. Such teacher education would, in turn, equip them to express more supportive reactions upon encountering children’s negative emotions. Ultimately, this will promote emotional development and build resilience in the COVID-19 pandemic generation, helping them overcome the lack of emotional development caused by the crisis.

목차

Introduction

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Results

Discussion

키워드

early childhood teachers emotion socialization beliefs about emotion emotional development