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Early Education and Development Volume 31, 2020 - Issue 1
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Original Articles

Patterns of Association between Early Childhood Teachers' Emotion Socialization Styles, Emotion Beliefs and Mind-Mindedness

Veronica OrnaghiDepartment of Human Sciences for Education, University of Milano-BicoccaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-3629-2714View further author information
ORCID Icon,
Alessia AgliatiDepartment of Human Sciences for Education, University of Milano-BicoccaView further author information
,
Alessandro PepeDepartment of Human Sciences for Education, University of Milano-BicoccaView further author information
&
Piera GabolaUnit of Teaching and Research: Development from Childhood to Adulthood, University of Teacher Education of LausanneView further author information
Pages 47-65 | Published online: 12 Jun 2019

Citations (9)

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Read on this site (2)

Veronica Ornaghi, Elisabetta Conte, Alessia Agliati & Sabina Gandellini. (2022) Early-childhood teachers’ emotion socialization practices: a multi-method study. Early Child Development and Care 192:10, pages 1608-1625.
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Maria Ojala. (2021) Safe spaces or a pedagogy of discomfort? Senior high-school teachers’ meta-emotion philosophies and climate change education. The Journal of Environmental Education 52:1, pages 40-52.
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Articles from other publishers (7)

Helena J. V. Rutherford, Tal Yatziv, Matthew Vess & Rebecca J Brooker. (2023) Envisioning motherhood: Mental‐state language in caregiving narratives across the perinatal period. Infant Mental Health Journal 44:2, pages 218-227.
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Johanne Smith-Nielsen, Katrine Isabella Wendelboe, Julie Elisabeth Warberg Mohr, Mette Skovgaard Væver, Maiken Pontoppidan, Katrien Helmerhorst & Ida Egmose. (2022) Promoting interactive skills and mind-mindedness among early childcare professionals: study protocol for a randomized wait-list controlled trial comparing the Circle of Security approach with care as usual in center-based childcare (the SECURE project). BMC Psychology 10:1.
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Lucy Hobby, Amy L. Bird, Michelle L. Townsend & Jacqueline Barnes. (2022) Mind-mindedness and preschool children’s behavioral difficulties: The moderating role of maternal parenting distress. Development and Psychopathology, pages 1-13.
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Annalisa Valle, Teresa Rinaldi, Andrea Greco, Robert Pianta, Ilaria Castelli & Antonella Marchetti. (2022) Mentalization and attachment in educational relationships at primary school. RICERCHE DI PSICOLOGIA:1, pages 1-23.
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抒滟 王. (2022) Commentary on the Evaluation Methods of Caregivers’ Mind-Mindedness. Advances in Psychology 12:05, pages 1509-1514.
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Angelica Arace, Laura Elvira Prino & Donatella Scarzello. (2021) Emotional Competence of Early Childhood Educators and Child Socio-Emotional Wellbeing. International Journal of Environmental Research and Public Health 18:14, pages 7633.
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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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