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Journal of Research in Childhood Education Volume 33, 2019 - Issue 2
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Original Articles

Emotion-Focused Curricula Models and Expressions of and Talk About Emotions Between Teachers and Young Children

Pamela W. GarnerGeorge Mason University, Fairfax, VirginiaCorrespondence[email protected]
,
Elizabeth BoltGeorge Mason University, Fairfax, Virginia
&
Alexa N. RothGeorge Mason University, Fairfax, Virginia
Pages 180-193 | Received 17 Mar 2017, Accepted 23 Jul 2018, Published online: 18 Mar 2019

Citations (14)

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Read on this site (2)

Negar Fatahi, Christen Park, Timothy W. Curby, Katherine M. Zinsser, Susanne A. Denham, Sarah Moberg & Rachel A. Gordon. (2023) Promoting Preschoolers’ Social and Emotional Competencies Through Emotion-Focused Teaching. Early Education and Development 34:8, pages 1729-1748.
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Pilar Alamos, Amanda P. Williford, Ann M. Partee & Gabrielle Lachman. (2023) Teacher and Child Factors Associated with Emotion Talk between Teachers and Preschoolers Displaying Elevated Externalizing Behaviors. Early Education and Development 34:5, pages 1075-1092.
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Articles from other publishers (12)

Cynthia A. Wiltshire. (2022) Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping. Early Childhood Education Journal 51:8, pages 1385-1399.
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Maria S. Poulou & Pamela Garner. (2023) Students’ other-oriented cognitions: The roles of teachers’ emotional competence and classroom social support in a Greek sample. School Psychology International.
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Ross Glen Chandler Nunamaker & William Arthur Mosier. 2022. Research Anthology on Early Childhood Development and School Transition in the Digital Era. Research Anthology on Early Childhood Development and School Transition in the Digital Era 698 726 .
Ross Glen Chandler Nunamaker & William Arthur Mosier. 2022. Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning. Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning 148 164 .
Maria S. Poulou, Pamela W. Garner & Hideko Hamada Bassett. (2021) Teachers' emotional expressiveness and classroom management practices: Associations with young students' social‐emotional and behavioral competence. Psychology in the Schools 59:3, pages 557-573.
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Benedetta Ragni, Francesca Boldrini, Ilaria Buonomo, Paula Benevene, Teresa Grimaldi Capitello, Carmen Berenguer & Simona De Stasio. (2021) Intervention Programs to Promote the Quality of Caregiver–Child Interactions in Childcare: A Systematic Literature Review. International Journal of Environmental Research and Public Health 18:21, pages 11208.
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Ross Glen Chandler Nunamaker & William Arthur Mosier. 2021. Poverty Impacts on Literacy Education. Poverty Impacts on Literacy Education 1 29 .
Mine DURMUŞOĞLU, Müleyke OSANMAZ & Özge KOCA. (2021) ERKEN ÇOCUKLUK EĞİTİMİNDE YARATICI PROGRAM. Milli Eğitim Dergisi 50:230, pages 75-94.
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Jantine L. Spilt, Guy Bosmans & Karine Verschueren. (2021) Teachers as co-regulators of children’s emotions: A descriptive study of teacher-child emotion dialogues in special education. Research in Developmental Disabilities 112, pages 103894.
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Denise Davis-Cotton. 2021. Emerging Strategies for Public Education Reform. Emerging Strategies for Public Education Reform 126 160 .
Courtney A. Hagan, Amy G. Halberstadt, Alison N. Cooke & Pamela W. Garner. (2020) Teachers’ Beliefs About Children’s Anger and Skill in Recognizing Children’s Anger Expressions. Frontiers in Psychology 11.
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Pilar Alamos & Amanda P. Williford. (2020) Teacher-child emotion talk in preschool children displaying elevated externalizing behaviors. Journal of Applied Developmental Psychology 67, pages 101107.
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