Early Childhood Educators' Instructional Strategies for Emotional Scaffolding
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Recently, academic pressure has resulted in early childhood educators neglecting emotions in instruction. This pressure to achieve makes it important for teachers to identify meaningful and developmentally appropriate ways to enhance children'’s academic success in school. This qualitative case study explores how early childhood teachers implement instructional strategies for emotional scaffolding－supporting emotions necessary for student engagement with instruction. The primary data are observations and interviews. The findings show that the participants believed in pedagogically important emotions－emotions that created a desirable environment in which children might learn. Furthermore, they crafted their approaches to sustain such an environment so as to enable emotional scaffolding. Their beliefs about pedagogically important emotions influenced how they supported children'’s emotions, increasing possibilities for student engagement and teacher satisfaction. By relating their actions this study offers concrete examples of how a teacher'’s awareness and integration of a single most important emotion in instruction can promote children'’s engagement with instruction.
Abstract
Recently, academic pressure has resulted in early childhood educators neglecting emotions in instruction. This pressure to achieve makes it important for teachers to identify meaningful and developmentally appropriate ways to enhance children'’s academic success in school. This qualitative case study explores how early childhood teachers implement instructional strategies for emotional scaffolding－supporting emotions necessary for student engagement with instruction. The primary data are observations and interviews. The findings show that the participants believed in pedagogically important emotions－emotions that created a desirable environment in which children might learn. Furthermore, they crafted their approaches to sustain such an environment so as to enable emotional scaffolding. Their beliefs about pedagogically important emotions influenced how they supported children'’s emotions, increasing possibilities for student engagement and teacher satisfaction. By relating their actions this study offers concrete examples of how a teacher'’s awareness and integration of a single most important emotion in instruction can promote children'’s engagement with instruction.
참고문헌 (19)
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