References
- Ahn, H. J. (2005). Child care teachers’ strategies in children’s socialization of emotion. Early Child Development and Care, 175(1), 49–61. doi:https://doi.org/10.1080/0300443042000230320
- Ahn, H. J., & Stifter, C. (2006). Child care teachers’ response to children’s emotional expression. Early Education and Development, 17(2), 253–270. doi:https://doi.org/10.1207/s15566935eed1702_3
- Ansari, A., López, M., Manfra, L., Bleiker, C., Dinehart, L., Hartman, S., & Winsler, A. (2017). Differential third‐grade outcomes associated with attending publicly funded preschool programs for low‐income Latino children. Child Development, 88(5), 1743–1756. doi:https://doi.org/10.1111/cdev.12663
- Arce, E. (2012). Curriculum for young children: An introduction. Boston, MA: Cengage Learning.
- Arsenio, W., Cooperman, S., & Lover, A. (2000). Affective predictors of preschoolers’ aggression and peer acceptance: Direct and indirect effects. Developmental Psychology, 36(4), 438–448. doi:https://doi.org/10.1037/0012-1649.36.4.438
- Bailey, C., Denham, S., Curby, T., & Bassett, H. (2016). Emotional and organizational supports for preschoolers’ emotion regulation: Relations with school adjustment. Emotion, 16(2), 263–279. doi:https://doi.org/10.1037/a0039772
- Barnett, W. (2011). Effectiveness of early educational intervention. Science, 333(6045), 975–978. doi:https://doi.org/10.1126/science.1204534
- Barnett, W., & Nores, M. (2012). Estimated participation and hours in early care and education by type of arrangement and income at ages 2 to 4 in 2010. New Brunswick, NJ: National Institute for Education Research.
- Baroody, A., Rimm-Kaufman, S., Larsen, R., & Curby, T. (2014). The link between responsive classroom training and student-teacher relationship quality in the fifth grade: A study of fidelity of implementation. School Psychology Review, 43(1), 69–85.
- Bassok, D., & Galdo, E. (2016). Inequality in preschool quality? Community-level disparities in access to high-quality learning environments. Early Education and Development, 27(1), 128–144. doi:https://doi.org/10.1080/10409289.2015.1057463
- Bierman, K. L., Domitrovich, C., Nix, R., Gest, S., Welsh, J., Greenberg, M., … Gill, S. (2008). Promoting academic and social‐emotional school readiness: The head start REDI program. Child Development, 79(6), 1802–1817. doi:https://doi.org/10.1111/j.1467-8624.2008.01227.x
- Blumberg, S., & Izard, C. E. (1991). Patterns of emotion experiences as predictors of facial expressions of emotion. Merrill-Palmer Quarterly, 37(1), 183–197.
- Booker, J. A., & Dunsmore, J. C. (2017). Affective social competence in adolescence: Current findings and future directions. Social Development, 26(1), 3–20. doi:https://doi.org/10.1111/sode.12193
- Brendgen, M., Wanner, B., Vitaro, F., Bukowski, W. M., & Tremblay, R. E. (2007). Verbal abuse by the teacher during childhood and academic, behavioral, and emotional adjustment in young adulthood. Journal of Educational Psychology, 99(1), 26–38. doi:https://doi.org/10.1037/0022-0663.99.1.26
- Brown, E., & Sax, K. (2013). Arts enrichment and emotion expression and regulation for young children at risk. Early Childhood Research Quarterly, 28(1), 337–346. doi:https://doi.org/10.1016/j.ecresq.2012.08.002
- Buettner, C., Hur, E., Jeon, L., & Andrews, D. (2016). What are we teaching the teachers? Child development curricula in US higher education. Child & Youth Care Forum, 45(1), 155–175. doi:https://doi.org/10.1007/s10566-015-9323-0
- Bullough, R., Hall-Kenyon, K., MacKay, K., & Marshall, E. (2014). Head start and the intensification of teaching in early childhood education. Teaching and Teacher Education, 37, 55–63. doi:https://doi.org/10.1016/j.tate.2013.09.006
- Burchinal, M. (2018). Measuring early care and education quality. Child Development Perspectives, 12(1), 3–9. doi:https://doi.org/10.1111/cdep.12260
- Burchinal, M., Cryer, D., Clifford, R., & Howes, C. (2002). Caregiver training and classroom quality in child care centers. Applied Developmental Science, 6(1), 2–11. doi:https://doi.org/10.1207/S1532480XADS0601_01
- Campbell, S., Denham, S., Howarth, G., Jones, S., Whittaker, J., Williford, A., & Darling-Churchill, K. (2016). Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations. Journal of Applied Developmental Psychology, 45, 19–41. doi:https://doi.org/10.1016/j.appdev.2016.01.008
- Cassidy, J., Parke, R., Butkovsky, L., & Braungart, J. (1992). Family-peer connections: The roles of emotional expressiveness within the family and children’s understanding of emotions. Child Development, 63(3), 603–618. doi:https://doi.org/10.2307/1131349
- Castle, S., Williamson, A., Young, E., Stubblefield, J., Laurin, D., & Pearce, N. (2016). Teacher-child interactions in early head start classrooms: Associations with teacher characteristics. Early Education and Development, 27(2), 259–274. doi:https://doi.org/10.1080/10409289.2016.1102017
- Chazan-Cohen, R., Vallotton, C., Harewood, T., & Buell, M. (2017). Influences on US higher education programs educating the infant-toddler workforce. In E. J. White & C. Dalli (Eds.), Under-three year olds in policy and practice (pp. 159–175). Singapore: Springer. doi:https://doi.org/10.1007/978-981-10-2275-3_11
- Clifford, R. M., & Crawford, G. M. (2009). Beginning school: U.S. policies in international perspective. New York, NY: Teachers College Press.
- Cole, P. (1986). Children’s spontaneous control of facial expression. Child Development, 57(6), 309–1321. doi:https://doi.org/10.2307/1130411
- Connor, C., Son, S., Hindman, A., & Morrison, F. (2005). Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders’ vocabulary and early reading outcomes. Journal of School Psychology, 43, 343–375. doi:https://doi.org/10.1016/j.jsp.2005.06.001
- Curby, T., Johnson, P., Mashburn, A., & Carlis, L. (2016). Live versus video observations: Comparing the reliability and validity of two methods of assessing classroom quality. Journal of Psychoeducational Assessment, 34, 765–781. doi:https://doi.org/10.1177/0734282915627115
- Denham, S. (2006). Social-emotional competence as support f school readiness: What is it and how do we assess it? Early Education and Development, 17(1), 57–89. doi:https://doi.org/10.1207/s15566935eed1701_4
- Denham, S. (2007). Dealing with feelings: How children negotiate the worlds of emotions and social relationships. Cognition, Brain, Behaviour, 11, 1–48.
- Denham, S., Mitchell-Copeland, J., Strandberg, K., Auerbach, S., & Blair, K. (1997). Parental contributions to preschoolers’ emotional competence: Direct and indirect effects. Motivation and Emotion, 21(1), 65–86. doi:https://doi.org/10.1023/A:1024426431247
- Denham, S., Zoller, D., & Couchoud, E. (1994). Socialization of preschoolers’ emotion understanding. Developmental Psychology, 30(6), 928–936. doi:https://doi.org/10.1037/0012-1649.30.6.928
- Dodge, D., Colker, L., Heroman, C., & Bickart, T. (2002). The creative curriculum for preschool. Washington, DC: Teaching Strategies.
- Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomized trial of the preschool “PATHS” curriculum. The Journal of Primary Prevention, 28(2), 67–91. doi:https://doi.org/10.1007/s10935-007-0081-0
- Ekman, P., & Friesen, W. (1978). Facial action coding system: Investigator’s guide. Washington, DC: Consulting Psychologists Press.
- Ensor, R., Spencer, D., & Hughes, C. (2011). “You feel sad?” Emotion understanding mediates effects of verbal ability and mother-child mutuality on prosocial behaviors: Findings from 2 years to 4 years. Social Development, 20(1), 93–110. doi:https://doi.org/10.1111/j.1467-9507.2009.00572.x
- Erdfelder, E., Faul, F., & Buchner, A. (1996). GPOWER: A general power analysis program. Behavior Research Methods, Instruments, & Computers, 28(1), 1–11. doi:https://doi.org/10.3758/BF03203630
- Fabes, R. A., & Eisenberg, N. (1992). Young children’s coping with interpersonal anger. Child Development, 63(1), 116–128. doi:https://doi.org/10.1111/j.1467-8624.1992.tb03600.x
- Fothergill, A. (2013). Managing childcare: The experiences of mothers and childcare workers. Sociological Inquiry, 83(3), 421–447. doi:https://doi.org/10.1111/soin.12011
- Fuligni, A., Howes, C., Huang, Y., Hong, S., & Lara-Cinisomo, S. (2012). Activity settings and daily routines in preschool classrooms: Diverse experiences in early learning settings for low-income children. Early Childhood Research Quarterly, 27(2), 198–209. doi:https://doi.org/10.1016/j.ecresq.2011.10.001
- Garner, P. W. (2010). Emotional competence and its influences on teaching and learning. Educational Psychology Review, 22(3), 297–321. doi:https://doi.org/10.1007/s10648-010-9129-4
- Garner, P. W., & Estep, K. M. (2001). Emotional competence, emotion socialization, and young children’s peer-related social competence. Early Education and Development, 12(1), 29–48. doi:https://doi.org/10.1207/s15566935eed1201_3
- Garner, P. W., Jones, D., Gaddy, G., & Rennie, K. (1997). Low-income mothers’ conversations about emotions and their children’s emotional competence. Social Development, 6, 37–52. doi:https://doi.org/10.1111/j.1467-9507.1997.tb00093.x
- Garner, P. W., & Mahatmya, D. (2015). Affective social competence and teacher-child relationship quality: Race/ethnicity and family income level as moderators. Social Development, 24(3), 678–697. doi:https://doi.org/10.1111/sode.12114
- Garner, P. W., Mahatmya, D., Moses, L., & Bolt, E. (2014). Associations of preschool type and teacher-child relational quality with young children’s social-emotional competence. Early Education and Development, 25(3), 399–420. doi:https://doi.org/10.1080/10409289.2013.801706
- Garner, P. W., & Power, T. (1996). Preschoolers’ emotional control in the disappointment paradigm and its relation to temperament, emotional knowledge, and family expressiveness. Child Development, 67(4), 1406–1419. doi:https://doi.org/10.2307/1131708
- Garner, P. W., & Spears, F. M. (2000). Emotion regulation in low‐income preschoolers. Social Development, 9(2), 246–264. doi:https://doi.org/10.1111/1467-9507.00122
- Garner, P. W., & Waajid, B. (2008). The associations of emotion knowledge and teacher-child relationships to preschool children’s school-related developmental competence. Journal of Applied Developmental Psychology, 29(2), 89–100. doi:https://doi.org/10.1016/j.appdev.2007.12.001
- Gilliam, W., & Zigler, E. (2004). State efforts to evaluate the effects of prekindergarten: 1977 to 2003. New Haven, CT: Yale University Child Study Center.
- Hamm, K. (2006). More than meets the eye: Head start programs, participants, families, and staff in 2005. CLASP HS Policy Brief, 8, 1–7.
- Hatfield, E., Cacioppo, J., & Rapson, R. L. (1994). Emotional contagion. New York, NY: Cambridge.
- Heromen, C., Dodge, D., Berke, K., Bickart, T., & Colker, L. (2010). The creative curriculum for preschool (5th ed.). Washington, DC: Teaching Strategies.
- Howes, C. (1997). Children’s experiences in center-based child care as a function of teacher background and adult: Child ratio. Merrill-Palmer Quarterly, 43, 404–425.
- Humphries, M., Strickland, J., & Keenan, K. (2014). African American preschoolers’ social and emotional competence at school: The influence of teachers and mothers. Journal of Education, 194(1), 11–18. doi:https://doi.org/10.1177/002205741419400104
- Izard, C. E. (2002). Translating emotion theory and research into preventive interventions. Psychological Bulletin, 128(5), 796–824. doi:https://doi.org/10.1037/0033–2909.128.5.796
- Izard, C. E. (2004). The emotions course: Helping children understand and manage their feelings (Teacher’s manuals). Newark: University of Delaware.
- Izard, C. E. (2010). The many meanings/aspects of emotion: Definitions, functions, activation, and regulation. Emotion Review, 2(4), 363–370. doi:https://doi.org/10.1177/1754073910374661
- Izard, C. E., King, K. A., Trentacosta, C. J., Morgan, J. K., Laurenceau, J., Krauthamer-Ewing, E. S., & Finlon, K. J. (2008). Accelerating the development of emotion competence in head start children: Effects on adaptive and maladaptive behavior. Development & Psychopathology, 20(1), 369–397. doi:https://doi.org/10.1017/S0954579408000175
- Izard, C. E., Trentacosta, C. J., King, K. A., & Mostow, A. J. (2004). An emotion-based prevention program for head start children. Early Education and Development, 15(4), 407–422. doi:https://doi.org/10.1207/s15566935eed1504_4
- Jacobs, K., & Struyf, E. (2013). Measuring integrated socioemotional guidance at school: Factor structure and reliability of the Socioemotional Guidance Questionnaire (SEG-Q). Measurement and Evaluation in Counseling and Development, 46(3), 159–177. doi:https://doi.org/10.1177/0748175613481978
- Jacobs, K., Struyf, E., & De Maeyer, S. (2013). The Socio-Emotional Guidance Questionnaire (SEG-Q): Construct validity and invariance across teacher groups. Journal of Psychoeducational Assessment, 31(6), 538–553. doi:https://doi.org/10.1177/0734282913480469
- Jeon, L., Buettner, C. K., & Grant, A. A. (2018). Early childhood teachers’ psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion. Early Education and Development, 29(1), 53–69. doi:https://doi.org/10.1080/10409289.2017.1341806
- Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283–2290. doi:https://doi.org/10.2105/AJPH.2015.302630
- Kagan, S. L., & Kauerz, K. (2006). Preschool programs: Effective curricula. New York, NY: Teachers College Press.
- Kaiser, A., Cai, X., Hancock, T., & Foster, E. (2002). Teacher-reported behavior problems and language delays in boys and girls enrolled in head start. Behavioral Disorders, 28(1), 23–39. doi:https://doi.org/10.1177/019874290202800103
- Kiliç, S. (2015). Emotional competence and emotion socialization in preschoolers: The viewpoint of preschool teachers. Educational Sciences: Theory and Practice, 15(4), 1007–1020. doi:https://doi.org/10.12738/estp.2015.4.2529
- Killen, M., & Naigles, L. (1995). Preschool children pay attention to their addressees: Effects of gender composition on peer disputes. Discourse Processes, 19(3), 329–346. doi:https://doi.org/10.1080/01638539509544921
- Levitats, Z., & Vigoda‐Gadot, E. (2017). Yours emotionally: How emotional intelligence infuses public service motivation and affects the job outcomes of public personnel. Public Administration, 95(3), 759–775. doi:https://doi.org/10.1111/padm.2017.95.issue-3
- Lin, T. J., Justice, L. M., Emery, A. A., Mashburn, A. J., & Pentimonti, J. M. (2017). Impacts of teacher-child managed whole-group language and literacy instruction on the depth of preschoolers’ social interaction. Early Education and Development, 28(4), 457–474. doi:https://doi.org/10.1080/10409289.2016.1246287
- Lynch, K., Geller, S., & Schmidt, M. (2004). Multi-year evaluation of the effectiveness of a resilience-based prevention program for young children. Journal of Primary Prevention, 24(3), 335–353. doi:https://doi.org/10.1023/B:JOPP.0000018052.12488.d1
- Malakoff, M., Underhill, J., & Zigler, E. (1998). Influence of inner-city environment and Head Start experience on effectance motivation. American Journal of Orthopsychiatry, 68(4), 630–638. doi:https://doi.org/10.1037/h0080371
- Markey, P., Lowmaster, S., & Eichler, W. (2010). A real‐time assessment of interpersonal complementarity. Personal Relationships, 17(1), 13–25. doi:https://doi.org/10.1111/j.1475-6811.2010.01249.x
- McLachlan, C., Fleer, M., & Edwards, S. (2018). Early childhood curriculum: Planning, assessment, and implementation (2nd ed.). New York, NY: Cambridge.
- Merritt, E., Wanless, S., Rimm-Kaufman, S., Cameron, C., & Peugh, J. (2012). The contribution of teachers’ emotional support to children’s social behaviors and self-regulatory skills in first grade. School Psychology Review, 41(2), 141–159.
- Michael-Luna, S., & Heimer, L. (2012). Creative curriculum and highscope curriculum: Constructing possibilities in early education. In N. File, J. Mueller, & D. Wisneski (Eds.), Curriculum in early childhood education: Re-examined, rediscovered, renewed (pp. 120–132). New York, NY: Routledge.
- Miller, A., Fine, S., Gouley, K., Seifer, R., Dickstein, S., & Shields, A. (2006). Showing and telling about emotions: Interrelations between facets of emotional competence and associations with classroom adjustment in head start preschoolers. Cognition and Emotion, 20(8), 1170–1192. doi:https://doi.org/10.1080/02699930500405691
- Moore, J., Cooper, B., Domitrovich, C., Morgan, N., Cleveland, M., Shah, H., … Greenberg, M. T. (2015). The effects of exposure to an enhanced preschool program on the social-emotional functioning of at-risk children. Early Childhood Research Quarterly, 32, 127–138. doi:https://doi.org/10.1016/j.ecresq.2015.03.004
- Northeast Foundation for Children. (2012, October 19). 2-Page fact sheet. In about responsive classroom. Retrieved from www.responsiveclassroom.org/about-responsive-classroom
- Norusis, M. J. (1997). SPSS 6.1 guide to data analysis. Upper Saddle River, NJ: Prentice Hall.
- Office of Head Start. (2012). Revisiting and updating the multicultural principles. Washington, DC: Early Head Start Resource Center.
- Ornaghi, V., Brazzelli, E., Grazzani, I., Agliati, A., & Lucarelli, M. (2017). Does training toddlers in emotion knowledge lead to changes in their prosocial and aggressive behavior toward peers at nursery? Early Education and Development, 28(4), 396–414. doi:https://doi.org/10.1080/10409289.2016.1238674
- Phillips, B., & Lonigan, C. (2010). Child and informant influences on behavioral ratings of preschool children. Psychology in the Schools, 47(4), 374–390. doi:https://doi.org/10.1002/pits.20476
- Pianta, R., & Walsh, D. (1996). High-risk children in schools: Constructing sustaining relationships. New York, NY: Routledge.
- Powell, D., & Dunlap, G. (2009). Roadmap to effective intervention practices: Evidence-based social-emotional curricula and intervention packages for children 0–5 years and their families. Tampa: University of South Florida.
- Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Metzger, M. W., & Solomon, B. (2009). Targeting children’s behavior problems in preschool classrooms: A cluster-randomized controlled trial. Journal of Consulting and Clinical Psychology, 77(2), 302–316. doi:https://doi.org/10.1037/a0015302
- Rimm‐Kaufman, S., & Chiu, Y. (2007). Promoting social and academic competence in the classroom: An intervention study examining the contribution of the responsive classroom approach. Psychology in the Schools, 44(4), 397–413. doi:https://doi.org/10.1002/pits.20231
- Rimm-Kaufman, S., Larsen, R., Baroody, A., Curby, T., Ko, M., Thomas, J., … DeCoster, J. (2014). Efficacy of the responsive classroom approach: Results from a 3-year, longitudinal randomized controlled trial. American Educational Research Journal, 51(3), 567–603. doi:https://doi.org/10.3102/0002831214523821
- Rimm-Kaufman, S., & Sawyer, B. (2004). Primary-grade teachers’ self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the responsive classroom approach. Elementary School Journal, 104(4), 321–341. doi:https://doi.org/10.1086/499756
- Saarni, C. (1997). Developing emotional competence. New York, NY: Guilford.
- Scrimgeour, M. B., Davis, E., & Buss, K. (2016). You get what you get and you don’t throw a fit!: Emotion socialization and child physiology jointly predict early prosocial development. Developmental Psychology, 52(1), 102–116. doi:https://doi.org/10.1037/dev0000071
- Serbin, L., Moller, L., Gulko, J., Powlishta, K., & Colburne, K. (1994). The emergence of gender segregation in toddler playgroups. New Directions for Child and Adolescent Development, (1994(65), 7–17. doi:https://doi.org/10.1002/cd.23219946503
- Shields, A., Dickstein, S., Seifer, R., Giusti, L., Dodge Magee, K., & Spritz, B. (2001). Emotional competence and early school adjustment: A study of preschoolers at risk. Early Education and Development, 12(1), 73–96. doi:https://doi.org/10.1207/s15566935eed1201_5
- Shure, M. B. (2001). I can problem solve (ICPS): An interpersonal cognitive problem solving program for children. Residential Treatment for Children & Youth, 18(3), 3–14. doi:https://doi.org/10.1300/J007v18n03_02
- Smith, A., & Inder, P. (1993). Social interaction in same and cross gender preschool peer groups: A participant observation study. Educational Psychology, 13(1), 29–42. doi:https://doi.org/10.1080/0144341930130104
- Thom, L. (2010). From simple line to expressive movement: The use of creative movement to enhance socio-emotional development in the preschool curriculum. American Journal of Dance Therapy, 32(2), 100–112. doi:https://doi.org/10.1007/s10465-010-9090-2
- Trentacosta, C. J., Izard, C. E., Mostow, A. J., & Fine, S. E. (2006). Children’s emotional competence and attentional competence in early elementary school. School Psychology Quarterly, 21(2), 148–170. doi:https://doi.org/10.1521/scpq.2006.21.2.148
- Ulloa, M., Evans, I., & Parkes, F. (2010). Teaching to care: Emotional interactions between preschool children and their teachers. New Zealand Research in Early Childhood Education, 13(2010), 33–43.
- Upshur, C., Wenz-Gross, M., & Reed, G. (2009). A pilot study of early childhood mental health consultation for children with behavioral problems in preschool. Early Childhood Research Quarterly, 24(1), 29–45. doi:https://doi.org/10.1016/j.ecresq.2008.12.002
- Zahn-Waxler, C., Cole, P., & Barrett, K. (1991). Guilt and empathy: Sex differences and implications for the development of depression. In J. Garber & K. Dodge (Eds.), Cambridge studies in social and emotional development. The development of emotion regulation and dysregulation (pp. 243–272). New York, NY: Cambridge.
- Zinsser, K., Bailey, C., Curby, T., Denham, S., & Bassett, H. (2013). Exploring the predictable classroom: Preschool teacher stress, emotional supportiveness, and students’ social-emotional behavior in private and head start classrooms. National Head Start Association Dialog, 16, 90–108.
- Zinsser, K., Christensen, C., & Torres, L. (2016). She’s supporting them; who’s supporting her? Preschool center-level social-emotional supports and teacher well-being. Journal of School Psychology, 59, 55–66. doi:https://doi.org/10.1016/j.jsp.2016.09.001
- Zinsser, K., Denham, S., Curby, T., & Shewark, E. (2015). “Practice what you preach”: Teachers’ perceptions of emotional competence and emotionally supportive classroom practices. Early Education and Development, 26(7), 899–919. doi:https://doi.org/10.1080/10409289.2015.1009320