Preschool Teachers’ Beliefs as Context for Children’s Emotional Development
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This article explores preschool teachers’ beliefs about children’s emotional development and about their role in children’s emotional development. This study explored how these beliefs form a context for children’s emotional development in early schooling. The research is framed by cultural psychology. The methodology is field-based. We selected three preschool teachers in three different preschools in the American Midwest: one public preschool classroom and two private day-care centers. We conducted classroom observations and interviews with the teachers and others over a nine-month period. We found that the preschool teachers acknowledge children’s emotional competence as important for readiness for kindergarten. Teachers, however, paid little attention to developing a curriculum and practices that support children’s emotional development. Emotional competence was most often defined narrowly, mainly as mastering a narrow range of skill templates aimed at controlling emotions. We found that the children were expected to learn to control their emotions from an early, actually a too early, age. Suggestions for developing better educational practices for children’s optimal development of their emotions are offered.
Abstract
This article explores preschool teachers’ beliefs about children’s emotional development and about their role in children’s emotional development. This study explored how these beliefs form a context for children’s emotional development in early schooling. The research is framed by cultural psychology. The methodology is field-based. We selected three preschool teachers in three different preschools in the American Midwest: one public preschool classroom and two private day-care centers. We conducted classroom observations and interviews with the teachers and others over a nine-month period. We found that the preschool teachers acknowledge children’s emotional competence as important for readiness for kindergarten. Teachers, however, paid little attention to developing a curriculum and practices that support children’s emotional development. Emotional competence was most often defined narrowly, mainly as mastering a narrow range of skill templates aimed at controlling emotions. We found that the children were expected to learn to control their emotions from an early, actually a too early, age. Suggestions for developing better educational practices for children’s optimal development of their emotions are offered.
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