A1 Journal article (refereed)
Varhaiskasvatushenkilöstön käsityksiä lasten tunteiden säätelytaitojen kehittymisestä : käytäntöön integroitu koulutus ammatillisen kehittymisen tukena (2021)

Koivuniemi, M., Kinnunen, S., Mänty, K., Järvenoja, H., & Näykki, P. (2021). Varhaiskasvatushenkilöstön käsityksiä lasten tunteiden säätelytaitojen kehittymisestä : käytäntöön integroitu koulutus ammatillisen kehittymisen tukena. Journal of Early Childhood Education Research, 10(2), 264-292. https://journal.fi/jecer/article/view/114166

JYU authors or editors

Publication details

All authors or editors: Koivuniemi, Marika; Kinnunen, Susanna; Mänty, Kristiina; Järvenoja, Hanna; Näykki, Piia

Journal or series: Journal of Early Childhood Education Research

eISSN: 2323-7414

Publication year: 2021

Volume: 10

Issue number: 2

Pages range: 264–292

Publisher: Suomen varhaiskasvatus ry

Publication country: Finland

Publication language: Finnish

Persistent website address: https://journal.fi/jecer/article/view/114166

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/78867

Abstract

Children need adults’ support in learning to regulate their emotions. In order for early childhood educators to provide children versatile and sensitive support for emotion regulation, they, in turn, need to be aware of their role as coregulators of children’s emotions. Especially, awareness and perceptions of early childhood educators about emotion regulation play an important role in shaping the pedagogical activities of day care centers and in providing emotion regulation support for children. This study examines the perceptions the early childhood educators have about co-regulation of children’s emotions and how work-integrated educational training is influencing these perceptions. The study was carried out in 11 Finnish daycare centers and a total of 36 early childhood education professionals participated in the study. The results show that early childhood educators see the importance of supporting children’s emotion regulation skills but at the same time the descriptions of how co-regulation of children’s emotions is implemented remain on a general level and no precise rationale or practical actions are spontaneously mentioned. The results indicate that work-integrated educational training increased the participants’ awareness, especially in terms of perceptions related to presence of adults and interaction between children and adults. In the future, a detailed investigation of how the effects of educational interventions make a difference to the activities of the day care center is needed.

Keywords: early childhood education and care; children (age groups); emotions; emotional life; emotional development; emotional skills; regulation (adjustment); day care centres; staff; early childhood education and care teachers; conceptions; pedagogy; child development; supporting

Free keywords: emotion regulation; co-regulation; early childhood educators; perceptions of early childhood educators

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2021

JUFO rating: 1