Early Childhood Education Journal

, Volume 40, Issue 3, pp 137–143

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

  • Susanne A. Denham
  • Hideko H. Bassett
  • Katherine Zinsser
Article

DOI: 10.1007/s10643-012-0504-2

Cite this article as:
Denham, S.A., Bassett, H.H. & Zinsser, K. Early Childhood Educ J (2012) 40: 137. doi:10.1007/s10643-012-0504-2

Abstract

Young children’s emotional competence—regulation of emotional expressiveness and experience when necessary, and knowledge of their own and other’s emotions—is crucial for social and academic (i.e., school) success. Thus, it is important to understand the mechanisms of how young children develop emotional competence. Both parents and teachers are considered as important socializers of emotion, providing children experiences that promote or deter the development of emotional competence. However, compared to parents, early childhood teachers’ roles in socializing young children’s emotional competence have not been examined. Based on the findings from research on parental socialization of emotion, in this theoretical review we explore possible teacher roles in the development of young children’s emotional competence. Additionally, we suggest future research focusing on early childhood teacher socialization of emotion, and discuss theoretical and practical benefits of such research.

Keywords

Emotion regulation Emotion knowledge Parents Teachers Socialization 

Copyright information

© Springer Science+Business Media, LLC 2012

Authors and Affiliations

  • Susanne A. Denham
    • 1
  • Hideko H. Bassett
    • 1
  • Katherine Zinsser
    • 1
  1. 1.Department of PsychologyGeorge Mason UniversityFairfaxUSA

Personalised recommendations