Supporting Teaching Practices to Foster Toddlers’ Emotional Literacy

Full reference
Clarke, L.R., McLaughlin, T. W., Aspden, K. & Riley, T.  (2021). Supporting Teaching Practices to Foster Toddlers’ Emotional Literacy.  NZ International Research in Early Childhood Education Journal, 23(1), pp. 52-58


Page 52

Original Research Note
 

NZ International Research in ECE journal

Supporting Teaching Practices to Foster Toddlers’ Emotional Literacy

Linda Rose Clarke, Tara Way McLaughlin, Karyn Aspden, and Tracy Riley
Massey University, NZ

Abstract

Most teachers of toddlers will be familiar with the challenges toddlers face as they negotiate the social and emotional landscape of an early childhood setting. Toddlers’ emotional literacy skills—including the abilities to recognise, understand, and appropriately express emotions—are just beginning to develop. To manage their emotional wellbeing, toddlers need support from their teachers, however, teachers may also need help to effectively foster toddlers’ wellbeing and their developing emotional literacy. In this research note, we describe a structured observation and feedback professional development project focused on teaching practices to foster toddlers’ emotional literacy. The approach to observation and feedback may be useful in helping teachers develop a repertoire of teaching practices to foster toddlers’ emotional learning.

Key words: Professional development, feedback, emotion, social-emotional learning, wellbeing.

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