Next Article in Journal
The Causes of Occupational Accidents and Injuries in Romanian Firms: An Application of the Johansen Cointegration and Granger Causality Test
Next Article in Special Issue
The Correlation between Chinese Written Vocabulary Size and Cognitive, Emotional and Behavioral Factors in Primary School Students
Previous Article in Journal
Analysis of Home-Based Rehabilitation Awareness, Needs and Preferred Components of Elderly Patients with Hip Fracture Surgery in South Korea
Previous Article in Special Issue
Role of Callous and Unemotional (CU) Traits on the Development of Youth with Behavioral Disorders: A Systematic Review
Article

Emotional Competence of Early Childhood Educators and Child Socio-Emotional Wellbeing

Department of Philosophy and Education Sciences, University of Turin, 1024 Turin, Italy
*
Author to whom correspondence should be addressed.
Academic Editors: Simona De Stasio and Carmen Berenguer
Int. J. Environ. Res. Public Health 2021, 18(14), 7633; https://doi.org/10.3390/ijerph18147633
Received: 18 June 2021 / Revised: 15 July 2021 / Accepted: 16 July 2021 / Published: 18 July 2021
(This article belongs to the Special Issue Childhood Education and Care)
Background: Early childhood educators are attachment figures for babies and play an important role in emotion socialization. This study aims to analyze the role of educators as emotional socializers and its relationship with infants’ social competence and attachment security, considering various characteristics of educators (age, years of experience, level of knowledge of development and parenting) and the context (day-care center–family communication). Methods: 563 infants attending day-care centers (age: M = 25.98 months SD = 5.41) and their 223 early childhood educators (age: M = 42.61 SD = 11.02) took part in this study. The educators completed: CEESQ—Crèche Educator Emotional Style Questionnaire, Information Sources Questionnaire, two sub-scales of KIDI—Knowledge of Infant Development Inventory, QRS-F—Questionnaire on the Relationship between Services and Families, QPI—Questionnaire on Peer Interactions, and AQS—Attachment-Q-Sort. Results: Results showed that the educator’s coaching style has a relationship with attachment security and social skills and is positively correlated with the educators’ emotional self-efficacy and with the level of communication between day-care centers and families, while the correlation with knowledge of parenting is weak. Conclusions: These findings highlight the importance of enhancing not only educators’ knowledge about educative strategies, but above all their emotional competence to promote children adaptation to day-care centers. View Full-Text
Keywords: early childhood educators; emotional competence; socio-emotional wellbeing; child-educator attachment; ECEC quality early childhood educators; emotional competence; socio-emotional wellbeing; child-educator attachment; ECEC quality
MDPI and ACS Style

Arace, A.; Prino, L.E.; Scarzello, D. Emotional Competence of Early Childhood Educators and Child Socio-Emotional Wellbeing. Int. J. Environ. Res. Public Health 2021, 18, 7633. https://doi.org/10.3390/ijerph18147633

AMA Style

Arace A, Prino LE, Scarzello D. Emotional Competence of Early Childhood Educators and Child Socio-Emotional Wellbeing. International Journal of Environmental Research and Public Health. 2021; 18(14):7633. https://doi.org/10.3390/ijerph18147633

Chicago/Turabian Style

Arace, Angelica, Laura E. Prino, and Donatella Scarzello. 2021. "Emotional Competence of Early Childhood Educators and Child Socio-Emotional Wellbeing" International Journal of Environmental Research and Public Health 18, no. 14: 7633. https://doi.org/10.3390/ijerph18147633

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop