Better emotional scaffolding is associated with higher ECERS-R Interaction scores¶
Claim · All claims
Evidence · 1 study · associationalr1·q2·i1small
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? The better emotional scaffolding is organised, the higher the score on the ECERS-R Interaction criteria (r = 0.546, p = .009). → 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 · i1 · associational · r1
Spearman rank correlation across 22 observed kindergarten groups during morning sessions; the printed result is "the higher the score on ECERS-R Interaction criteria (r = 0.546, p = .009)". Observational, single-cohort design; no effect size beyond r is reported.
"the better emotional scaffolding is organised, the higher the score on ECERS-R Interaction criteria (r = 0.546, p = .009)"
Discussion¶
Related Claims¶
- Higher overall ECERS-R classroom quality is positively correlated with Modeling of Emotional Expressiveness and total ESOS score — related
- In observed groups, Reactions to Children's Emotions was the most common scaffolding subscale, and ECERS-R Interactions rated high while Activities rated low — related
- Dialectical thinking support is positively associated with teachers' emotional scaffolding, reported for the first time — related
- Teaching about Emotions is positively associated with ECERS-R Space and Furnishings quality in kindergarten groups — related
- Teachers' use of Morning Meeting and Academic Choice relates to higher levels of emotionally supportive interactions in grade 3–5 classrooms — related
- Non-Hispanic White children showed better cognitive flexibility and received more emotionally supportive caregiving than children from minority backgrounds — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
emotional-scaffolding-associated-with-ecers-interactions |
title |
Better emotional scaffolding is associated with higher ECERS-R Interaction scores |
description |
Better emotional scaffolding is associated with higher ECERS-R Interaction scores |
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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