| This study focuses attention on the importance of children's emotions in early childhood education, and it reemphasizes affective education as an integral aspect of the curriculum. The goal of the research is to examine the cultural aspects of the processes of emotional socialization in American preschools as well as teachers' contributions to children's emotional development (e.g., emotional expressions, regulation, and competence). This study explores teachers' support of, values concerning, and educational practices about emotional development in the preschool.;The study uses qualitative and quantitative approaches in order to understand the meanings of teachers' actions from their points of view. The study was conducted in three preschool classrooms (age 3--4) in three different schools (i.e., two day cares and one public preschool). I conducted classroom observations and teacher interviews over a 9-month period, using audio taping and videotaping. A survey was done with preschool teachers and mothers.;Preschool teachers acknowledge children's emotional development as important for later schooling or school adjustment. They believe that children should build emotional competence as early as possible. However, emotional competence was most often defined narrowly and in terms of control. Teachers paid little attention to developing better educational practices for children's optimal development of their emotions. Teachers' emotional support reflects their experience, long-term goals, values, and cultural norms. This research will assist early childhood educators in understanding the teacher's role in children's emotional development and help educational practitioners to expand the school curriculum and daily educational practices. |
