HOW MUCH CAN PRESCHOOL TEACHER CANDIDATES’ EMOTIONAL COMPETENCES EXPLAIN THEIR EMOTION SOCIALIZATION STRATEGIES?

Yıl 2024, Cilt: 5 Sayı: 1, 22 - 37, 30.06.2024

Nüseybe Öztürk Ceylan Ebru Ersay

https://doi.org/10.69643/kaped.1388304

Öz

Emotional competence and positive emotional socialization are needed for healthy social emotional development. Accordingly, this study examined to what extent preschool teacher candidates’ emotional competencies can explain their emotion socialization strategies. The study was conducted using the predictive correlation model. The sample of the study consisted of 346 (age 20-37, mean=23.55) 4th grade preschool education students (age 20-37, mean=23.55) who took the 'teaching practice' course for two semesters at a total of six state universities in different provinces. The data were analyzed using hierarchical regression analysis from multiple regression analysis. When the results of the analysis were examined, it was seen that the teacher candidates who were aware of their emotions and made healthy emotional regulations did positive emotion socialization by accepting children's emotions and giving them responses that enabled them to cope with their negative emotions. On the contrary, it was revealed that teacher candidates who had difficulty in recognizing and expressing their own emotions and could not make healthy emotional regulation did negative emotional socialization by giving neglectful or punitive responses to children's emotions. As a result of the study, it was found that preschool teacher candidates’ emotional competencies can significantly explain their emotion socialization strategies. It was concluded that teacher candidates with high emotional awareness and positive emotional regulation performed more positive emotion socialization.

Anahtar Kelimeler

preschool teacher candidates, emotional competence, emotional awareness, emotion regulation, emotion socialization

OKUL ÖNCESİ ÖĞRETMEN ADAYLARININ DUYGUSAL YETERLİLİKLERİ ONLARIN DUYGU SOSYALLEŞTİRME STRATEJİLERİNİ NE KADAR AÇIKLAYABİLMEKTEDİR?

Öz

Sosyal duygusal gelişimin sağlıklı bir şekilde sürdürülebilmesi için duygusal yeterlilik ve olumlu duygu sosyalleşmesine ihtiyaç vardır. Bu doğrultuda araştırmada, okul öncesi öğretmen adaylarının duygusal yeterliliklerinin onların duygu sosyalleştirme stratejilerini ne kadar açıklayabildiği incelenmiştir. Araştırma, yordayıcı korelasyon modeli kullanılarak gerçekleştirilmiştir. Araştırmanın örneklemini farklı illerden toplam altı devlet üniversitesinde öğrenim gören, iki dönem ‘öğretmenlik uygulaması’ dersini almış 346 (yaş 20-37, ort=23,55) okul öncesi eğitimi 4. sınıf öğrencisi oluşturmuştur. Veriler, çoklu regresyon analizlerinden hiyerarşik regresyon analizi kullanılarak analiz edilmiştir. Analiz sonuçları incelendiğinde, duygularının farkında olup sağlıklı duygu düzenlemeler yapan öğretmen adaylarının çocukların duygularını kabul edip olumsuz duygularıyla başetmelerini sağlayıcı tepkiler vererek olumlu duygu sosyalleştirme yaptıkları görülmüştür. Bunun aksine duygularını tanımada ve ifade etmede zorluk yaşayıp sağlıklı duygu düzenlemeler yapamayan öğretmen adaylarının çocukların duygularına ihmal edici ya da cezalandırıcı tepkiler vererek olumsuz duygu sosyalleştirme yaptıkları ortaya konmuştur. Çalışma sonucunda, okul öncesi öğretmen adaylarının duygusal yeterliliklerinin onların duygu sosyalleştirme stratejilerini önemli derecede açıklayabildiği saptanmıştır. Duygusal farkındalığı yüksek ve duygu düzenlemesi olumlu olan öğretmen adaylarının daha olumlu duygu sosyalleştirme yaptıkları sonucuna ulaşılmıştır.

Anahtar Kelimeler

okul öncesi öğretmen adayları, duygusal yeterlilik, duygusal farkındalık, duygu düzenleme, duygu sosyalleştirme

Kaynakça

• Atay, Z. S. (2009). The relationship between maternal emotional awareness and emotion socialization practices [Yüksek lisans tezi, Boğaziçi Üniversitesi]. Ulusal Tez Merkezi.
• Bariola, E., Gullone, E., & Hughes, E. K. (2011). Child and adolescent emotion regulation: The role of parental emotion regulation and expression. Clinical Child and Family Psychology Review, 14(2), 198-212.
• Barrett, F., Gross J., Christensen, T., & Benvenuto, M. (2001). Knowing what you're feeling and knowing what to do about it: Mapping the relation between emotion differentiation and emotion regulation. Cognition & Emotion, 15(6), 713-724.
• Blair, B. L., Perry, N. B., O’Brien, M., Calkins, S. D., Keane, S. P., & Shanahan, L. (2014). The indirect effects of maternal emotion socialization on friendship quality in middle childhood. Developmental Psychology, 50(2), 566-576.
• Cole, P. M., Michel, M. K., & Teti, L. O. D. (1994). The development of emotion regulation and dysregulation: A clinical perspective. Monographs of the Society for Research in Child Development, 59(2‐3), 73-102.
• Croyle, K. L., & Waltz, J. (2002). Emotional awareness and couples’ relationship satisfaction. Journal of Marital and Family Therapy, 28(4), 435-444.
• Çakmak, A. F., & Çevik, E. I. (2010). Cognitive emotion regulation questionnaire: Development of Turkish version of 18-item short form. African Journal of Business Management, 4(10), 2097-2102.
• Çoban, A., Ülker Erdem, A & İyi, T. (2019). Supporting early childhood teacher candidates’ emotion socailization. 8th InPACT Conference Proceedings. Crotia.
• Çorapçı, F., Aksan, N., & Yağmurlu, B. (2012). Socialization of Turkish children’s emotions: Do different emotions elicit different responses?. Global Studies of Childhood, 2(2), 106-116.
• Denham, S. A. (2001). Dealing with feelings: foundations and consequences of young children's emotional competence. Early Education and Development, 12(1), 5-10.
• Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17(1), 57-89.
• Denham, S. A. (2007). Dealing with feelings: How children negotiate the worlds of emotions and social relationships. Cognition, Brain, Behavior, 11(1), 1-48.
• Denham, S. A., & Bassett, H. H. (2019). Early childhood teachers’ socialization of children’s emotional competence. Journal of Research in Innovative Teaching & Learning, 12(2), 133-150.
• Denham, S. A., Bassett, H. H., Brown, C., Way, E., & Steed, J. (2015). “I know how you feel”:Preschoolers’ emotion knowledge contributes to early school success. Journal of Early Childhood Research, 13(3), 252-262.
• Denham, S. A., Bassett, H. H., & Wyatt, T. (2007). The socialization of emotional competence. In J. Grusec & P. Hastings (Eds.), The handbook of socialization (pp. 614–637). New York: Guilford.
• Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137-143.
• Denham, S. A., & Brown, C. A. (2010). ‘‘Plays nice with others’’: Social-emotional learning and academic success. Early Education and Development, 21(5), 652–680.
• Denham, S., & Kochanoff, A. T. (2002). Parental contributions to preschoolers' understanding of emotion. Marriage & Family Review, 34(3-4), 311-343.
• Denham, S. A., Mortari, L., & Silva, R. (2022). Preschool teachers’ emotion socialization and child social-emotional behavior in two countries. Early Education and Development, 33(5), 806-831.
• Denham, S. A., Renwick, S. M., & Holt, R. W. (1991). Working and playing together: Prediction of preschool social-emotional competence from mother-child interaction. Child Development, 62(2), 242-249.
• Denham, S. A., Zinsser, K. M., & Brown, C. A. (2006). The emotional basis of learning and development in early childhood education. Handbook of research on the education of young children, 2, 85-103.
• Dizen, M., Berenbaum, H., & Kerns, J. (2005). Emotional awareness and psychological needs. Cognition & Emotion, 19(8), 1140-1157.
• Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998). Parental socialization of emotion. Psychological Inquiry, 9(4), 241-273.
• Eisenberg, N., Fabes, R. A., & Murphy, B. C. (1996). Parents' reactions to children's negative emotions: Relations to children's social competence and comforting behavior. Child Development, 67(5), 2227-2247.
• Ersay, E. (2007). Preschool teachers' emotional experience traits, awareness of their own emotions, and their emotional socialization practices [Doctoral dissertation, The Pennsylvania State University]. Penn States University Libraries.
• Ersay, E. (2014). Parental Socialization of Emotion: How Mothers Respond to Their Children's Emotions in Turkey. International Journal of Emotional Education, 6(1), 33-46.
• Ersay, E. (2015). Preschool teachers’ emotional awareness levels and their responses to children's negative emotions. Procedia-Social and Behavioral Sciences, 191, 1833-1837.
• Ersay, E. & Burak, H. (2018). Bireysel görüşme.
• Ersay, E. & Kaynak, K.B. (2016, Haziran). Okul öncesi öğ retmen adaylarının çocukların negatif duygularına vermeyi tercih ettikleri cevaplar kendi duygusal yeterlilikleri ile açıklanabilir mi? - Yol Analizi çalışması. 3. Uluslararası Avrasya Eğitim Araştırmaları Kongresi’nde sunulmuş bildiri, Muğla Sıtkı Koçman Üniversitesi, Muğla.
• Ersay, E., Kaynak, K. B., & Türkoğlu, D. (2014). How pre-service early childhood teachers respond to children's negative emotions. European Journal of Research on Education, 2(2), 238-244.
• Gasper, K., & Clore, G. (2000). Do you have to pay attention to your feelings to be influenced by them? Personality and Social Psychology Bulletin, 26(6), 698-711.
• Güleç, H., Köse, S., Güleç, M. Y., Çitak, S., Evren, C., Borckardt, J., & Sayar, K. (2009). Reliability and factorial validity of the Turkish version of the 20-Item Toronto Alexithymia Scale (TAS-20). Klinik Psikofarmakoloji Bülteni, 19(3), 214-220.
• Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39(3), 281-291.
• Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348-362. Halberstadt, A. G., Denham, S. A., & Dunsmore, J. C. (2001). Affective socail competence. Social Development, 10, 79-119.
• Hughes, E. K., & Gullone, E. (2010). Discrepancies between adolescent, mother, and father reports of adolescent internalizing symptom levels and their association with parent symptoms. Journal of Clinical Psychology, 66(9), 978-995.
• Kennedy-Moore, E., & Watson, J. C. (2001). How and when does emotional expression help?. Review of General Psychology, 5(3), 187.
• Koole, S. L. (2009). The psychology of emotion regulation: An integrative review. Cognition and Emotion, 23(1), 4-41.
• Lane, R. D., Quinlan, D. M., Schwartz, G. E., Walker, P. A., & Zeitlin, S. B. (1990). The Levels of Emotional Awareness Scale: A cognitive-developmental measure of emotion. Journal of Personality Assessment, 55(1-2), 124-134.
• Lane, R. D., & Schwartz, G. E. (1987). Levels of emotional awareness: A cognitive- developmental theory and its application to psychopathology. The American Journal of Psychiatry, 144,133-143.
• Leavitt, R. L., & Power, M. B. (1989). Emotional socialization in the postmodern era: Children in day care. Social Psychology Quarterly, 52(1), 35-43.
• Morris, C. A., Denham, S. A., Bassett, H. H., & Curby, T. W. (2013). Relations among teachers’ emotion socialization beliefs and practices and preschoolers’ emotional competence. Early Education & Development, 24(7), 979-999.
• Morris, A. S., Silk, J. S., Morris, M. D., Steinberg, L., Aucoin, K. J., & Keyes, A. W. (2011). The influence of mother–child emotion regulation strategies on children's expression of anger and sadness. Developmental Psychology, 47(1), 213.
• Ornaghi, V., Agliati, A., Pepe, A., & Gabola, P. (2020). Patterns of association between early childhood teachers' emotion socialization styles, emotion beliefs and mind-mindedness. Early Education and Development, 31(1), 47-65.
• Ornaghi, V., Conte, E., Agliati, A., & Gandellini, S. (2021). Early-childhood teachers’ emotion socialization practices: a multi-method study. Early Child Development and Care, 1-18.
• Ornaghi, V., Conte, E., Agliati, A., & Gandellini, S. (2022). Early-childhood teachers’ emotion socialization practices: A multi-method study. Early Child Development and Care, 192(10), 1608-1625.
• Root, A., & Stifter, C. (2010). Temperament and maternal emotion socialization beliefs as predictors of early childhood social behavior in the laboratory and classroom. Parenting: Science and Practise, 10(4), 241–257.
• Schultz, D., Izard, C. E., Ackerman, B. P., & Youngstrom, E. A. (2001). Emotion knowledge in economically disadvantaged children: Self-regulatory antecedents and relations to social difficulties and withdrawal. Development and Psychopathology, 13(1), 53-67.
• Stanton, A. L., Kirk, S. B., Cameron, C. L., & Danoff-Burg, S. (2000). Coping through emotional approach: Scale construction and validation. Journal of Personality and Social Psychology, 78(6), 1150-1169.
• Swartz, R. A., & McElwain, N. L. (2012). Preservice teachers’ emotion-related regulation and cognition: Associations with teachers’ responses to children's emotions in early childhood classrooms. Early Education & Development, 23(2), 202-226.
• Swinkels, A., & Giuliano, T. A. (1995). The measurement and conceptualization of mood awareness: Monitoring and labeling one's mood states. Personality and Social Psychology Bulletin, 21(9), 934-949.
• Ünlü-Çetin, Ş. (2015). Father involvement in early years: Comparing children’s perceptions of father involvement with those of their fathers’ and mothers’ practices [Doktora tezi, Orta Doğu Teknik Üniversitesi]. Ulusal Tez Merkezi.
• Warren, H. K., & Stifter, C. A. (2008). Maternal emotion-related socialization and preschoolers developing emotion self-awareness. Social Development, 17(2), 239- 258.
• Wilkowski, B. M. & Robinson, M. D. (2008). The cognitive basis of trait anger and reactive aggression: An integrative analysis. Personality and Social Psychology Review, 12, 3–21.
• Zahn‐Waxler, C. (2010). Socialization of emotion: Who influences whom and how?. New Directions for Child and Adolescent Development, 2010(128), 101-109.
• Zeman, J., Cassano, M., Perry-Parrish, C., & Stegall, S. (2006). Emotion regulation in children and adolescents. Journal of Developmental & Behavioral Pediatrics, 27(2), 155-168.