Impact of pedagogical intervention on early childhood professionals’ emotional availability to children with different temperament characteristics
Autor: | Mari Saha, Nina Sajaniemi, Sivi M. Harkoma, Eira Suhonen |
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Přispěvatelé: | Department of Education, Teacher Education, Tampere University, Education |
Jazyk: | angličtina |
Rok vydání: | 2021 |
Předmět: |
Early childhood education
intervention study 515 Psychology media_common.quotation_subject education Education Developmental psychology Intervention (counseling) Developmental and Educational Psychology 0501 psychology and cognitive sciences Early childhood media_common 4. Education 05 social sciences 050301 education temperament Intervention studies 3. Good health Emotional availability quality of early childhood education and care goodness of fit Temperament 516 Educational sciences Psychology 0503 education 050104 developmental & child psychology |
Popis: | 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. publishedVersion |
Databáze: | OpenAIRE |
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