Children’s emotions in educational settings: Teacher perceptions from Australia, China, Finland, Japan and Spain

Biblos-e Archivo/Manakin Repository

Show simple item record Pirskanen, Henna Jokinen, Kimmo Karhinen-Soppi, Anu Notko, Marianne Lämsä, Tiina Otani, Midori Meil, Gerardo Romero-Balsas, Pedro Rogero-García, Jesús
dc.contributor.other UAM. Departamento de Sociología es_ES 2019-10-25T15:11:08Z 2019-10-25T15:11:08Z 2019-04-05
dc.identifier.citation Early Childhood Education Journal 47.4 (2019): 417-426 en_US
dc.identifier.issn 1082-3301 (print) es_ES
dc.identifier.issn 1573-1707 (online) es_ES
dc.description.abstract The transition to formal education is a critical transition in children’s lives that has importance for socio-emotional and behavioral functioning. In the transition process, teachers are key players who work intensively with children and their families. This article focuses on teachers’ perceptions of children´s socio-emotional behavior during the transition from preschool to primary school. We collected qualitative teacher interviews from 112 teachers from five different countries—Australia, China, Finland, Japan and Spain. The research questions were: (1) How do teachers in the five countries perceive children’s abilities in expressing and regulating emotions. (2) How are children’s emotions linked to their family relationships? (3) What similarities and differences across countries exist in teachers’ perceptions of children’s emotions? Overall, the interviewed teachers considered children’s emotional skills of crucial importance in the first grade and emphasized the importance of teaching children emotional skills, emotion management and regulation. The teachers reported that children can be stressed, worried or anxious during the transition. The educators also reported that transitions in the family such as parental divorce, the birth of a sibling or the death of a family member can manifest in children at school as restlessness, excitement, sadness or instability. Similarities and differences in the emphasis placed on children’s emotions by teachers were found across the five countries. We interpret these results to reflect differences in teacher education, school culture, resources and teachers’ freedom of choice in the educational system in the different participating countries. These factors all impact on how teachers think about children and emotions. en_US
dc.description.sponsorship This study was funded by Academy of Finland (Grant No. SA-21000035941) en_US
dc.format.extent 10 pag. es_ES
dc.format.mimetype application/pdf en
dc.language.iso eng en
dc.publisher Springer (part of Springer Nature) en_US
dc.relation.ispartof Early Childhood Education Journal en_US
dc.rights © 2019, The Author(s) es_ES
dc.subject.other Children en_US
dc.subject.other Emotions en_US
dc.subject.other Families en_US
dc.subject.other Teachers’ perceptions en_US
dc.subject.other Transitions en_US
dc.title Children’s emotions in educational settings: Teacher perceptions from Australia, China, Finland, Japan and Spain en_US
dc.type article en
dc.subject.eciencia Sociología es_ES
dc.relation.publisherversion es_ES
dc.identifier.doi 10.1007/s10643-019-00944-6 es_ES
dc.identifier.publicationfirstpage 417 es_ES
dc.identifier.publicationissue 4 es_ES
dc.identifier.publicationlastpage 426 es_ES
dc.identifier.publicationvolume 47 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion en Reconocimiento es_ES
dc.rights.accessRights openAccess en
dc.authorUAM Meil Landwerlin, Gerardo A. (259170)
dc.authorUAM Rogero García, Jesús (262316)
dc.authorUAM Romero Balsas, Pedro Manuel (262518)

Files in this item


This item appears in the following Collection(s)

Show simple item record