Early childhood educators' pedagogical decision-making and practices for emotional scaffolding

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dc.contributor.advisor Reifel , Robert Stuart
dc.contributor.committeeMember Briley , Sandra
dc.contributor.committeeMember Brown , Christopher
dc.contributor.committeeMember Maloch , Anna
dc.contributor.committeeMember Schallert , Diane
dc.creator Park , Mi -Hwa
dc.date.accessioned 2010 -10 -11T19 :06 :28Z
dc.date.accessioned 2010 -10 -11T19 :06 :38Z
dc.date.accessioned 2014 -02 -19T22 :41 :57Z
dc.date.available 2010 -10 -11T19 :06 :28Z
dc.date.available 2010 -10 -11T19 :06 :38Z
dc.date.available 2014 -02 -19T22 :41 :57Z
dc.date.created 2010 -05
dc.date.issued 2010 -10 -11
dc.date.submitted May 2010
dc.identifier.uri http : / /hdl .handle .net /2152 /ETD -UT -2010 -05 -1290
dc.description.abstract This dissertation , a qualitative case study conducted from a constructivist perspective , focuses on the construction and implementation of strategies of emotional scaffolding by two early childhood educators in a public elementary school . This study finds that emotional scaffolding is an excellent example of a tool that could help teachers reach developmentally appropriate practices for early childhood education in an age of accountability . The primary data consist of participant observations , participant interviews and key documents . The study has two primary interests . The first aims at understanding how young children’s learning experiences are enhanced when early childhood educators integrate emotions into their decision -making and practices . The second aims at enhancing the emerging picture of what emotional scaffolding means in early childhood education contexts . My analysis highlights three major themes that contribute to these participants’ decision -making for emotional scaffolding . The first is the participants’ beliefs about their self -perceived teaching identities . The second is their deep understanding of children . The third involves their assessments and reactions to their school climates . The findings focus on four areas of divergence from the literature . First is the important role that teachers’ personal beliefs about the most pedagogically important emotion play in constructing and implementing strategies for emotional scaffolding . Second , emotional scaffolding is an important part of teachers’ mediated agency in a time of increasing accountability . Third , teachers’ capacity to balance student excitement and engagement through their emotional scaffolding is the key to establishing and maintaining children’s engagement in academic activities . Fourth is that emotional scaffolding carried out in the early childhood classroom involves emotion work , not emotional labor . The study provides several implications . The first is that our perception of the emotional scaffolding process in the early childhood education context can be expanded . The second is the importance of sufficient preservice training . The third is that a principal who respects a teacher’s decision -making and practices can help a teacher provide effective emotional scaffolding . The final and perhaps most important implication is that an awareness of self is the most important element contributing to better decision -making in creating a meaningful and engaging environment for their students .
dc.format.mimetype application /pdf
dc.language.iso eng
dc.subject Emotional scaffolding
dc.subject Early childhood educators
dc.subject Pedagogical practices
dc.title Early childhood educators' pedagogical decision -making and practices for emotional scaffolding
dc.type.genre thesis *
dc.type.material text *
thesis.degree.name Doctor of Philosophy
thesis.degree.level Doctoral
thesis.degree.discipline Curriculum and Instruction
thesis.degree.grantor University of Texas at Austin
thesis.degree.department Curriculum and Instruction
dc.date.updated 2010 -10 -11T19 :06 :38Z


Early childhood educators' pedagogical decision-making and practices for emotional scaffolding. Doctoral dissertation, University of Texas at Austin. Available electronically from http : / /hdl .handle .net /2152 /ETD -UT -2010 -05 -1290 .

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