Title

Teachers’ Emotion Minimizing Language and Toddlers’ Social Emotional Competence

Abstract

Teachers in toddler classrooms are important agents of emotion socialization. The current study examined teachers' use of emotion minimizing language in toddler classrooms and toddlers' social emotional competence. Teachers' emotion minimizing language is described as language that purposefully distances them from a child's emotions and discourages children's expression of their emotions. Research Findings: Results indicate a negative relationship between teachers' emotion minimizing language and toddlers' social emotional competence when program quality, child age, and child gender are controlled. Practice or Policy: Implications relevant to teacher preparation programs and professional development are discussed, with a primary focus on the methods by which teachers are trained to use language to respond to young children's emotions.

Department(s)

Childhood Education and Family Studies

Document Type

Article

DOI

https://doi.org/10.1080/10409289.2018.1510214

Publication Date

2018

Recommended Citation

King, Elizabeth K., and Karen M. La Paro. "Teachers’ Emotion Minimizing Language and Toddlers’ Social Emotional Competence." Early Education and Development 29, no. 8 (2018): 989-1003.

Journal Title

Early Education and Development

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