A Mixed‐Method Examination of Preschool Teacher Beliefs About Social–Emotional Learning and Relations to Observed Emotional Support

By Katherine M. Zinsser, Elizabeth A. Shewark, S. Denham, Timothy W. Curby. 2014

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Theconnectionsbetweenparents’socializationpracticesandbeliefsabout emotions, and children’s emotional development have beenwell studied; however, teachers ’ impacts on children’ssocial–emotional learning (SEL) remain widely understudied. In thepresent study, private preschool and Head Start teachers (N=32)were observed using the Classroom Assessment Scoring System.Comparisongroupswerecreatedbasedontheirobservedemotionalsupport and then compared on their qualitative responses in focusgroup discussions on beliefs about emotions and SEL strategies.Teachers acknowledged the importance of preparing children emo-tionally (as well as academically) for kindergarten, but substantialdifferences emerged between the highly emotionally supportiveand moderately emotionally supportive teachers in three areas: (1)teachers’ beliefs about emotions and the value of SEL; (2) teachers’socialization behaviours and SEL strategies; and (3) teachers’ per-ceptions of their roles as emotion socializers. Understanding suchdifferences can facilitate the development of intervention programsand in-service training to help teachers better meet students’ SELneeds. Copyright © 2014 John Wiley & Sons, Ltd.Key words: early childhood education; social –emotional development;emotional support; mixed-method researchChildren’s social–emotional learning (SEL) is promoted by interactions with theircaregivers. These interactions may include overt socialization practices (such as

Subfields: Clinical Psychology, Education

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Citations in the corpus

A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions (2020, background): “, 2014), positive teacher attitudes toward SEL (Aubrey & Ward, 2013; Zinsser et al., 2014), strong teacher social and emotional competence (Jennings & Greenberg, 2009; Zinsser et al.”
Teachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction (2015, background): “Teachers who believe SEL is a valuable part of education embed it within the context of formal SEL curriculum, as well as in their regular interactions with studentsdthrough modeling, coaching, and scaffolding (Zinsser et al., 2014).”