To Conform or Not to Conform: An In-Depth Analysis of Teacher-Child Interaction and the Role of Emotions in Social Adaptation in Preschool

Autor/inn/en	Nilfyr, Katarina; Aspelin, Jonas; Lantz-Andersson, Annika
Titel	To Conform or Not to Conform: An In-Depth Analysis of Teacher-Child Interaction and the Role of Emotions in Social Adaptation in Preschool
Quelle	In: Journal of Early Childhood Research, 20 (2022) 3, S.383-396 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nilfyr, Katarina) ORCID (Aspelin, Jonas) ORCID (Lantz-Andersson, Annika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X221087073
Schlagwörter	Teacher Student Relationship; Preschool Education; Preschool Teachers; Interpersonal Communication; Interaction; Emotional Response; Foreign Countries; Student Adjustment; Preschool Children; Nonverbal Communication; Sweden + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Interpersonale Kommunikation; Interaktion; Emotionales Verhalten; Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Non-verbal communication; Nonverbale Kommunikation; Schweden
Abstract	Early childhood education (ECE) presupposes a balance between emotionally supportive interaction and pre-academic teaching instruction, and research indicates an increasing pressure on preschool teachers' communicative competence. This study focuses on the functions of emotions in the teacher-child relationship in a situated context. Such studies are scarce in the research on ECE, which mainly concerns children's socioemotional learning. Using a micro-sociological approach, characterized by an in-depth analysis of interaction, we explore the ways in which emotions may foster conformity in goal-oriented preschool activities. Verbal and nonverbal utterances between a preschool teacher and a child in a video-recorded episode were transcribed and analyzed meticulously. The findings reveal an informal, subtle system of social sanctions within which the emotions of shame and pride have important functions, which leads to social adaptation to goal-oriented expectations. The study also discusses how emotional processes during interaction can be understood in light of the institutional context of current ECE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01