Impact of Pedagogical Intervention on Early Childhood Professionals' Emotional Availability to Children with Different Temperament Characteristics

Autor/inn/en	Harkoma, Sivi M.; Sajaniemi, N. K.; Suhonen, E.; Saha, M.
Titel	Impact of Pedagogical Intervention on Early Childhood Professionals' Emotional Availability to Children with Different Temperament Characteristics
Quelle	In: European Early Childhood Education Research Journal, 29 (2021) 2, S.183-205 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harkoma, Sivi M.) ORCID (Sajaniemi, N. K.) ORCID (Suhonen, E.) ORCID (Saha, M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.1895264
Schlagwörter	Intervention; Professional Development; Program Effectiveness; Early Childhood Teachers; Child Caregivers; Caregiver Child Relationship; Interaction; Young Children; Emotional Response; Personality Traits; Child Behavior; Inhibition; Attention Control; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Interaktion; Emotionales Verhalten; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Hemmung; Aufmerksamkeitstest; Ausland; Finnland
Abstract	The purpose of this study was to evaluate the impact of pedagogical intervention on early childhood education professionals' emotional availability to children with different temperament characteristics. Participants were 136 children (intervention group = 87; control group = 49) aged 1-6 years from 16 early childhood and care centres in Finland. The PedaSens intervention was a 9-month programme that included theory and video-based training for the professionals. Adult-child interaction was assessed with the Emotional Availability Scales before and after the intervention, and children's temperament was assessed with the Early Childhood Behavior Questionnaire. According to results, early childhood professionals' emotional availability increased in the intervention group, especially to children with high levels of activity and pleasure seeking and with low levels of attentional focusing. We argue that the quality of interaction in early childhood education and care can be increased by targeting professional trainings to support children with different temperament characteristics. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01