A Randomized Controlled Trial of an Emotion Socialization Intervention in Norwegian Kindergartens

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  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      22
    • Education Level:
      Early Childhood Education
      Preschool Education
    • Subject Terms:
      Foreign Countries; Socialization; Preschool Children; Preschool Education; Preschool Teachers; Emotional Development; Faculty Development; Coaching (Performance); Program Effectiveness; Intervention; Classroom Environment; Teacher Behavior; Student Participation; Parent Attitudes; Child Behavior
    • Subject Terms:
      Norway
    • Subject Terms:
      Classroom Assessment Scoring System
    • Accession Number:
      10.1080/10409289.2022.2160617
    • ISSN:
      1040-9289
      1556-6935
    • Abstract:
      "Research Findings": Early childhood workers (ECW's) play a pivotal role in shaping children's emotional competence. This study examined the efficacy of Tuning in to Kids for Kindergarten Teachers (TIK-KT) used with CLASS observations to improve ECW's emotion socialization, kindergarten emotional climate and children's functioning. Five hundred and forty-eight ECW's and leaders from 49 Norwegian kindergartens (children 1-5?years) were cluster randomized into intervention or control. Senior employees from intervention kindergartens received a two-day TIK-KT training, ECW's participated in a one-day training to learn emotion socialization skills and then ECW's received supervision to use emotion coaching with the children. Baseline and 10-month follow-up measures included questionnaires with ECW's and parents, and observations of kindergartens. Compared to controls, intervention ECW's reported a significant decrease in emotion dismissing and distraction, and a significant increase in emotion coaching. Intervention but not control kindergartens were observed to have significantly increased positive climate, teacher sensitivity, regard for student/child perspective, and behavior guidance. There was no change in parent reported child behavior; however, floor effects at baseline and a short follow-up during the COVID pandemic may have made change difficult to detect. "Practice or Policy": These findings provide preliminary support for use of TIK-KT as a universal intervention.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1415008