Teaching about Emotions is positively associated with ECERS-R Space and Furnishings quality in kindergarten groups¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i1 small
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In 22 kindergarten groups, the ESOS Teaching about Emotions subscale correlated positively with the ECERS-R Space and Furnishings subscale (r = 0.431, p = .038). → 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

Correlational analysis (Spearman's rank, SPSS v. 26) of expert observations in 22 kindergarten groups found "Teach ing about emotions is associated with ECERS -R Space and Furnishings subscale (r = 0.431, p = .038)". The association is cross-sectional and correlational; no causal claim is made.

"It was identified that Teach ing about emotions is associated with ECERS -R Space and Furnishings subscale (r = 0.431, p = .038)"

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
• Better emotional scaffolding is associated with higher ECERS-R Interaction scores — related