Doctor of Philosophy (Ph.D.)
Degree Granting Department
Childhood Education and Literacy Studies
Ilene Berson, Ph.D.
Jolyn Blank, Ph.D.
Elena Bodrova, Ph.D.
Jennifer Wolgemuth, Ph.D.
emotional self-regulation, socio-cultural theory, video elicitation
Given the importance of emotional self-regulation to a child’s ability to develop social competence and prosocial behavior, and the significant role early childhood teachers play in supporting young children’s emotional self-regulation, it is important to explore the concept from the perspective of teachers, or from the socio-cultural context through which they (i.e., teachers) make sense of the world.
This study used an exploratory case study methodology to explore the understandings of emotional self-regulation among three Head Start teachers working with varying socio-cultural contexts and to identify the socio-cultural perspectives that influenced their ability to effectively apply their understandings.
Findings indicate that while the participants’ definitions of emotional self- regulation were aligned with those that are commonly used in the field, it was their implementation of strategies that diverged, reflecting the influence of learning goals and varying socio-cultural contexts.
Scholar Commons Citation
Da Silva, Anna Paula Peixoto, "Emotional Self-Regulation: Voices and Perspectives of Teachers within Diverse Socio-Cultural Contexts" (2016). USF Tampa Graduate Theses and Dissertations.