Early gender differences in emotional expressions and self-regulation in settings of early childhood education and care

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Kuvaus

This paper aims to determine possible gender differences in children’s observed emotional expressions and their relationship with teacher-rated self-regulation (SR) skills in the setting of early childhood education and care (ECEC). Supporting SR and emotional wellbeing in early childhood can be considered a favourable pathway towards holistic development (e.g. Shonkoff et al. [2012]. The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232–e246; Bagdi & Vacca [2005]. Supporting early childhood social-emotional well being: The building blocks for early learning and school success. Early Childhood Education Journal, 33(3), 145–150). The participants included 1213 (44.2%) boys and 1075 (41.0%) girls which were 13–83 months old. The SR data was collected through an evaluation instrument. Emotional expressions (N = 50480) were observed with an independent instrument. The results indicated how girls were observed to have more neutral, calm or peaceful-related emotional expressions, while boys tended to express more surprise, curiosity, anger or frustration-related emotions. Boys’ and girls’ ability for SR was related to their emotional expressions. Boys’ and girls’ SR skills had the same tendency in weak, moderate and good SR categories.
Alkuperäiskielienglanti
LehtiEarly Child Development and Care
Sivumäärä14
ISSN0300-4430
DOI - pysyväislinkit
TilaJulkaistu - 1 toukokuuta 2019
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

Tieteenalat

  • 516 Kasvatustieteet
  • 515 Psykologia

Lainaa tätä

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title = "Early gender differences in emotional expressions and self-regulation in settings of early childhood education and care",
abstract = "This paper aims to determine possible gender differences in children’s observed emotional expressions and their relationship with teacher-rated self-regulation (SR) skills in the setting of early childhood education and care (ECEC). Supporting SR and emotional wellbeing in early childhood can be considered a favourable pathway towards holistic development (e.g. Shonkoff et al. [2012]. The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232–e246; Bagdi & Vacca [2005]. Supporting early childhood social-emotional well being: The building blocks for early learning and school success. Early Childhood Education Journal, 33(3), 145–150). The participants included 1213 (44.2{\%}) boys and 1075 (41.0{\%}) girls which were 13–83 months old. The SR data was collected through an evaluation instrument. Emotional expressions (N = 50480) were observed with an independent instrument. The results indicated how girls were observed to have more neutral, calm or peaceful-related emotional expressions, while boys tended to express more surprise, curiosity, anger or frustration-related emotions. Boys’ and girls’ ability for SR was related to their emotional expressions. Boys’ and girls’ SR skills had the same tendency in weak, moderate and good SR categories.",
keywords = "516 Educational sciences, 515 Psychology",
author = "Jouni Veijalainen and Jyrki Reunamo and Minna Heikkil{\"a}",
year = "2019",
month = "5",
day = "1",
doi = "10.1080/03004430.2019.1611045",
language = "English",
journal = "Early Child Development and Care",
issn = "0300-4430",
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Early gender differences in emotional expressions and self-regulation in settings of early childhood education and care. / Veijalainen, Jouni; Reunamo, Jyrki; Heikkilä, Minna.

julkaisussa: Early Child Development and Care, 01.05.2019.

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

TY - JOUR

T1 - Early gender differences in emotional expressions and self-regulation in settings of early childhood education and care

AU - Veijalainen, Jouni

AU - Reunamo, Jyrki

AU - Heikkilä, Minna

PY - 2019/5/1

Y1 - 2019/5/1

N2 - This paper aims to determine possible gender differences in children’s observed emotional expressions and their relationship with teacher-rated self-regulation (SR) skills in the setting of early childhood education and care (ECEC). Supporting SR and emotional wellbeing in early childhood can be considered a favourable pathway towards holistic development (e.g. Shonkoff et al. [2012]. The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232–e246; Bagdi & Vacca [2005]. Supporting early childhood social-emotional well being: The building blocks for early learning and school success. Early Childhood Education Journal, 33(3), 145–150). The participants included 1213 (44.2%) boys and 1075 (41.0%) girls which were 13–83 months old. The SR data was collected through an evaluation instrument. Emotional expressions (N = 50480) were observed with an independent instrument. The results indicated how girls were observed to have more neutral, calm or peaceful-related emotional expressions, while boys tended to express more surprise, curiosity, anger or frustration-related emotions. Boys’ and girls’ ability for SR was related to their emotional expressions. Boys’ and girls’ SR skills had the same tendency in weak, moderate and good SR categories.

AB - This paper aims to determine possible gender differences in children’s observed emotional expressions and their relationship with teacher-rated self-regulation (SR) skills in the setting of early childhood education and care (ECEC). Supporting SR and emotional wellbeing in early childhood can be considered a favourable pathway towards holistic development (e.g. Shonkoff et al. [2012]. The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232–e246; Bagdi & Vacca [2005]. Supporting early childhood social-emotional well being: The building blocks for early learning and school success. Early Childhood Education Journal, 33(3), 145–150). The participants included 1213 (44.2%) boys and 1075 (41.0%) girls which were 13–83 months old. The SR data was collected through an evaluation instrument. Emotional expressions (N = 50480) were observed with an independent instrument. The results indicated how girls were observed to have more neutral, calm or peaceful-related emotional expressions, while boys tended to express more surprise, curiosity, anger or frustration-related emotions. Boys’ and girls’ ability for SR was related to their emotional expressions. Boys’ and girls’ SR skills had the same tendency in weak, moderate and good SR categories.

KW - 516 Educational sciences

KW - 515 Psychology

U2 - 10.1080/03004430.2019.1611045

DO - 10.1080/03004430.2019.1611045

M3 - Article

JO - Early Child Development and Care

JF - Early Child Development and Care

SN - 0300-4430

ER -