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Research on the Impact of the Emotional Expression of Kindergarten Teachers on Children: From the Perspective of the Class Micro-Power Relationship
During the preschool years, the socio-emotional responses children receive from interactions with teachers are incorporated into their own social behaviors. This is one of the key ways in which children acquire social and emotional skills. Based on field studies, it can be found that this learning p...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8997290/ https://www.ncbi.nlm.nih.gov/pubmed/35418922 http://dx.doi.org/10.3389/fpsyg.2022.808847 |
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author | Liu, Min Wang, Qiong |
author_facet | Liu, Min Wang, Qiong |
author_sort | Liu, Min |
collection | PubMed |
description | During the preschool years, the socio-emotional responses children receive from interactions with teachers are incorporated into their own social behaviors. This is one of the key ways in which children acquire social and emotional skills. Based on field studies, it can be found that this learning process is not simple imitation of children, but of a more complex context of group interaction. To further clarify the impact of kindergarten teachers’ emotion on the sociometric status and behavior of 3–5 year-old children in their classes, the researchers chose a Montessori mixed-age kindergarten in Beijing as the field site and observed five classes within the kindergarten over a 2-month period in this ethnographic case study. The study found that the power gap between teacher and pupil spreads rapidly to all children in the classroom as a result of the teacher’s emotions, and even stimulates power stratification within the children. In addition, there are differences in the social behaviors between the children of different levels of power. As preschool children are in a critical developmental window when social knowledge is being accumulated and social skills are being acquired, using power relations within the kindergarten classroom as an entry point to analyze the impact of teachers’ emotions on children’s social behavior provides a new breakthrough for the professional development of early childhood education and the better achievement of educational goals. |
format | Online Article Text |
id | pubmed-8997290 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-89972902022-04-12 Research on the Impact of the Emotional Expression of Kindergarten Teachers on Children: From the Perspective of the Class Micro-Power Relationship Liu, Min Wang, Qiong Front Psychol Psychology During the preschool years, the socio-emotional responses children receive from interactions with teachers are incorporated into their own social behaviors. This is one of the key ways in which children acquire social and emotional skills. Based on field studies, it can be found that this learning process is not simple imitation of children, but of a more complex context of group interaction. To further clarify the impact of kindergarten teachers’ emotion on the sociometric status and behavior of 3–5 year-old children in their classes, the researchers chose a Montessori mixed-age kindergarten in Beijing as the field site and observed five classes within the kindergarten over a 2-month period in this ethnographic case study. The study found that the power gap between teacher and pupil spreads rapidly to all children in the classroom as a result of the teacher’s emotions, and even stimulates power stratification within the children. In addition, there are differences in the social behaviors between the children of different levels of power. As preschool children are in a critical developmental window when social knowledge is being accumulated and social skills are being acquired, using power relations within the kindergarten classroom as an entry point to analyze the impact of teachers’ emotions on children’s social behavior provides a new breakthrough for the professional development of early childhood education and the better achievement of educational goals. Frontiers Media S.A. 2022-03-28 /pmc/articles/PMC8997290/ /pubmed/35418922 http://dx.doi.org/10.3389/fpsyg.2022.808847 Text en Copyright © 2022 Liu and Wang. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Liu, Min Wang, Qiong Research on the Impact of the Emotional Expression of Kindergarten Teachers on Children: From the Perspective of the Class Micro-Power Relationship |
title | Research on the Impact of the Emotional Expression of Kindergarten Teachers on Children: From the Perspective of the Class Micro-Power Relationship |
title_full | Research on the Impact of the Emotional Expression of Kindergarten Teachers on Children: From the Perspective of the Class Micro-Power Relationship |
title_fullStr | Research on the Impact of the Emotional Expression of Kindergarten Teachers on Children: From the Perspective of the Class Micro-Power Relationship |
title_full_unstemmed | Research on the Impact of the Emotional Expression of Kindergarten Teachers on Children: From the Perspective of the Class Micro-Power Relationship |
title_short | Research on the Impact of the Emotional Expression of Kindergarten Teachers on Children: From the Perspective of the Class Micro-Power Relationship |
title_sort | research on the impact of the emotional expression of kindergarten teachers on children: from the perspective of the class micro-power relationship |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8997290/ https://www.ncbi.nlm.nih.gov/pubmed/35418922 http://dx.doi.org/10.3389/fpsyg.2022.808847 |
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