Early Childhood Teachers’ Emotion Validating Language Regarding Negative Emotions: Comparisons by Child Gender

Abstract

This study examined teachers’ emotion-validating language regarding negative emotions in early childhood classrooms. By analyzing teachers’ emotion language differing by child gender, the research highlights the gendered socialization of emotional expression, especially regarding negative emotions, in early childhood contexts. In toddler and preschool classrooms, 28 teachers were video recorded during four 30-minute sessions of free play time for a total of approximately 40 hours. Videos were coded for teachers’ emotion language regarding negative emotions with attention to the gender of the child to whom the language was spoken. Results indicate that teachers validate negative emotions more to girls than to boys. This aligns with previous research suggesting that girls’ expression of emotion is more encouraged and acceptable than boys’. This work highlights potential gender differences in emotion socialization and points to missed opportunities to validate boys’ negative emotions and thus develop their emotion language and regulation skills. Implications for teacher professional development are discussed.

Department(s)

School of Teaching, Learning and Developmental Science

Document Type

Article

DOI

10.1080/02568543.2024.2372326

Keywords

Child gender, early childhood education, emotion validating language, gender socialization, social-emotional development, teacher emotion socialization

Publication Date

1-1-2025

Journal Title

Journal of Research in Childhood Education

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