In observed groups, Reactions to Children's Emotions was the most common scaffolding subscale, and ECERS-R Interactions rated high while Activities rated low¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Descriptively, Reactions to Children's Emotions was more common than Modeling or Teaching about Emotions; ECERS-R Interactions was rated high and Activities low. → Veraksa N.E. 2021
Evidence¶
Veraksa N.E. 2021¶
Veraksa N.E., Airapetyan Z.V., Krasheninnikov-Khait E.E. & Gavrilova M.N. (2021). Associations between emotional scaffolding, classroom quality and dialectical thinking support in kindergarten. Cypriot Journal of Educational Science. 16(5), 2091-2099. https://doi.org/10.18844/cjes.v16i5.6224
q2 · i? · associational · r1
Descriptive statistics (Table 1, n = 22 groups) report means such as Reactions to Children's Emotions M = 27.95 and DTS Final score M = 2.73. The article also states "the Reactions to Children’s Emotions’ criteria was a more common interaction" than the other subscales. No inferential test accompanies these descriptions.
"it was found that Interactions was rated high, but Activities was rated low, and in general, most groups received an average rating on the indicators of the quality of the educational environment"
Discussion¶
Related Claims¶
- Higher overall ECERS-R classroom quality is positively correlated with Modeling of Emotional Expressiveness and total ESOS score — related
- Teaching about Emotions is positively associated with ECERS-R Space and Furnishings quality in kindergarten groups — related
- Better emotional scaffolding is associated with higher ECERS-R Interaction scores — related
- Dialectical thinking support is positively associated with teachers' emotional scaffolding, reported for the first time — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
descriptive-profile-esos-ecers-groups |
title |
In observed groups, Reactions to Children's Emotions was the most common scaffolding subscale, and ECERS-R Interactions rated high while Activities rated low |
description |
In observed groups, Reactions to Children's Emotions was the most common scaffolding subscale, and ECERS-R Interactions rated high while Activities rated low |
status |
review |
evidence_strength |
weak |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — veraksa-ne-2021 |
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