University of Oulu

Kurki, Maria; Järvenoja, Hanna; Järvelä, Sanna (2018) Exploring Regulatory Interactions Among Young Children and Their Teachers: A Focus on Teachers’ Monitoring Activities. Varhaiskasvatuksen Tiedelehti - Journal of Early Childhood Education Research Volume 7, Issue 2, 2018, 310–337.

Exploring regulatory interactions among young children and their teachers : a focus on teachers’ monitoring activities

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Author: Kurki, Kristiina1; Järvenoja, Hanna1; Järvelä, Sanna1
Organizations: 1University of Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.5 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe201903118346
Language: English
Published: Suomen varhaiskasvatus, 2018
Publish Date: 2019-03-11
Description:

Abstract

This study explored the differences in teachers’ monitoring of children during socio-emotional challenges children face in day care. Furthermore, the study investigated the association between teachers’ monitoring activities and children’s strategy use targeted at regulating emotions and behavior in these challenging situations. The data consist of 44 video-recorded events of challenging situations. First, quantitative associations were explored between teachers’ monitoring and children’s use of different strategies, as well as children’s possible adaptation of strategy use. Furthermore, these interactions were explored qualitatively, describing the ways teachers’ active monitoring manifested and contributed to the children’s strategy use. The results show that teachers’ active monitoring was associated with children’s adaptation of strategy use during the challenge. Qualitative exploration further illustrated how teachers’ active monitoring in challenging situations enabled the teachers to adjust their support for children and further, help children adapt strategy use. In contrast, weak monitoring resulted in less adequate support, leading to children repeating ineffective strategies or turning back to less constructive ways of resolving the challenges instead of adapting their behavior according to the situational demands. The findings highlight the importance of teachers’ constant monitoring of children’s behavior, so that the teachers can identify the need for support when children experience challenging situations, as they are the situations in which children can learn to manage challenges and adapt their regulatory behavior according to the demands of the situation.

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Series: Journal of early childhood education research
ISSN: 2323-7414
ISSN-E: 2323-7414
ISSN-L: 2323-7414
Volume: 7
Issue: 2
Pages: 310 - 337
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Funding: This work was supported by the Academy of Finland (Grant number 297686).
Academy of Finland Grant Number: 297686
Detailed Information: 297686 (Academy of Finland Funding decision)
Copyright information: © 2018 Kurki, Järvenoja and Järvelä & Suomen Varhaiskasvatus ry. – Early Childhood Education Association Finland.