Files in this item

FilesDescriptionFormat

application/pdf

application/pdfThomas_Dawn.pdf (1MB)
(no description provided)PDF

Description

Title:The nature of teacher-child interactions in emotion discourse
Author(s):Thomas, Dawn V.
Director of Research:Ostrosky, Michaelene M.
Doctoral Committee Chair(s):Ostrosky, Michaelene M.
Doctoral Committee Member(s):McCarthey, Sarah J.; Gaffney, Janet S.; Felner, Tweety; Cheatham, Gregory
Department / Program:Special Education
Discipline:Special Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Social Interaction
Emotions
Early Childhood
Emotional Development
Discourse
Teacher-Child Interaction
Relationships
Abstract:Emotions find their meanings within human relationships that permit emotions to be experienced, expressed, and explored. Social and emotional competence, marked by an understanding, expression, and control of emotion, is one of the hallmarks of emotional discourse—demonstrated in the very nature of interactive communication as individuals relate to one another. The literature pertinent to preschoolers’ emotional expression and emotion-word use in natural environments, group settings, and in the context of discourse, is limited in scope. Although research related to teacher-child relationships is prolific, specific research examining the nature of their interactions, most particularly related to emotion during discourse, is scarce. The current study was designed to address these gaps through an investigation of the following research questions: (a) How do preschool children express their emotions during interactions with their teacher?; (b) What are the communication patterns within teacher-child interactions in Head Start classrooms during emotion discourse?; and (c) What are the Head Start staff’s (teachers and administrators) perspectives of the role emotion discourse plays in the classroom? The study demonstrated that bookreading elicited more emotion words than did breakfast. The emotion words used most frequently included happy, mad, sad, angry, and grumpy. Findings also included a description of strategies teachers used to extend conversations with children about emotions.
Issue Date:2010-05-19
URI:http://hdl.handle.net/2142/16120
Rights Information:Copyright 2010 Dawn V. Thomas
Date Available in IDEALS:2010-05-19
Date Deposited:May 2010


This item appears in the following Collection(s)

Item Statistics