Graduation Year
2016
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Childhood Education and Literacy Studies
Major Professor
Ilene Berson, Ph.D.
Committee Member
Jolyn Blank, Ph.D.
Committee Member
Elena Bodrova, Ph.D.
Committee Member
Jennifer Wolgemuth, Ph.D.
Keywords
emotional self-regulation, socio-cultural theory, video elicitation
Abstract
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.
https://digitalcommons.usf.edu/etd/6609
