Improve emotional scaffolding by organising space for emotion training with game methods and creating conditions for discussing opposites¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article's recommendations section proposes two concrete teacher actions for improving emotional scaffolding: "1) organising a space in which a teacher can lead training in recognising emotions, using game methods; 2) creating conditions for discussions of opposites, including in emotional manifestations and emotions in the process of developing". These follow directly from the observed correlations between Space and Furnishings, dialectical thinking support, and emotional scaffolding.

Design Implications¶

Context¶

Requirements¶

• Teachers with advanced professional education in preschool pedagogics working with the same group over several years

Constraints¶

• Evidence base is a correlational observational study within kindergartens implementing one unified educational program

Target Learners¶

• 6-7-year-old kindergarten children

Target Learning Goals¶

• emotion recognition and regulation; dialectical thinking through discussion of opposites and contradictions

Affordances¶

• Dialectical Thinking Support Preschool

Related Strategies¶

Examples¶

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Key Sources¶

• 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