Emotion Talk in Early Childhood: A Systematic Literature Review

IF 2 4区教育学 Q1 EDUCATION, SPECIAL

Topics in Early Childhood Special Education Pub Date : 2024-07-31 DOI:10.1177/02711214241266160

Karen B. Houston, Elizabeth Gormley, Charis L. Wahman

引用次数: 0

Abstract

Emotion talk is a research-based strategy aimed at improving young children’s social and emotional development. To date, there are no systematic reviews that document the effectiveness of teacher’s emotion talk with young children in early childhood classrooms. In this systematic review we examined the literature on teacher-facilitated emotion talk as a primary intervention to improve young children’s social and emotional development. We identified six manuscripts that met our inclusion criteria. Results indicate emotion talk can improve social and emotional skills for young children in areas such as emotional knowledge and comprehension, prosocial behavior, and classroom engagement.

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幼儿期的情感谈话：系统文献综述

情感谈话是一种以研究为基础的策略，旨在改善幼儿的社交和情感发展。迄今为止，还没有系统性综述记录教师在幼儿课堂上与幼儿进行情绪谈话的有效性。在这篇系统性综述中，我们研究了有关教师主持的情绪谈话作为改善幼儿社交和情感发展的主要干预措施的文献。我们确定了六篇符合纳入标准的手稿。结果表明，情感谈话可以提高幼儿在情感知识和理解、亲社会行为和课堂参与等方面的社交和情感技能。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Topics in Early Childhood Special Education EDUCATION, SPECIAL-

CiteScore

4.60

自引率

4.80%

发文量

期刊介绍： Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.