Early Childhood Teachers as Socializers of Young Children’s Emotional Competence

By S. Denham, H. Bassett, Katherine M. Zinsser. Early Childhood Education Journal, 2012

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Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment (2016, background): “Research suggests that teachers’ social–emotional capacity is likely to be associated with teachers’ responsiveness and professional commitment, two important indicators of overall child care quality (Denham et al., 2012; Thomason & La Paro, 2013).”
Implications of emotion regulation on young children’s emotional wellbeing and educational achievement (2016, background): “…individuals (Bar-On and Parker 2000; Fabes and Eisenberg 1992; Zhai, Raver, and Jones 2015), and are able to establish and maintain positive relationships with peers and significant adults in their life (Denham, Bassett, and Zinsser 2012; Denham et al. 2014; Garner and Estep 2001; Parlakian 2003).”
Exploring the predictable classroom: preschool teacher stress, emotional supportiveness, and students’ social-emotional behavior in private and Head Start classrooms (2013, methodology): “As with parents (Anthony et al., 2005; Denham, 1989; 1993), teachers’ management of their own emotional lives undoubtedly contributes to their socialization of children’s emotional competence (Denham et al., 2012; Denham, Mitchell-Copeland, Standberg, Auerbach, & Blair, 1997).”