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ERIC Number: ED544025
Record Type: Non-Journal
Publication Date: 2013-Apr-30
Pages: 2
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: N/A
Teachers' Emotional Consistency Matters for Preschool Children. Research Brief
Curby, Timothy W.; Brock, Laura L.
National Center for Research on Early Childhood Education
This study examined teachers' emotional support in classrooms and how it relates to children's outcomes in preschool and kindergarten. Findings suggest that more consistent emotional support was related to better academic and social outcomes, emphasizing the potentially important role of consistency in children's school experiences. [This research brief is based on the following published study: Curby, T. W., Brock, L., & Hamre, B. (2013). Teachers' emotional support consistency predicts children's achievement gain and social skills. "Early Education and Development," 24, 292-309.]
National Center for Research on Early Childhood Education. 350 Old Ivy Way Suite 100, Charlottesville, VA 22903. Tel: 866-301-8278; e-mail: castl@virginia.edu; Web site: http://curry.virginia.edu/research/centers/castl/project/ncrece
Publication Type: Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: National Center for Research on Early Childhood Education (NCRECE)