{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79923"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79923","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Teachers' Beliefs About Socializing Children's Emotional Development in Preschool","abstract":"Preschool teachers acknowledge children's emotional development as important for later schooling or school adjustment. They believe that children should build emotional competence as early as possible. However, emotional competence was most often defined narrowly and in terms of control. Teachers paid little attention to developing better educational practices for children's optimal development of their emotions. Teachers' emotional support reflects their experience, long-term goals, values, and cultural norms. This research will assist early childhood educators in understanding the teacher's role in children's emotional development and help educational practitioners to expand the school curriculum and daily educational practices.","abstract_html":"Preschool teachers acknowledge children's emotional development as important for later schooling or school adjustment. They believe that children should build emotional competence as early as possible. However, emotional competence was most often defined narrowly and in terms of control. Teachers paid little attention to developing better educational practices for children's optimal development of their emotions. Teachers' emotional support reflects their experience, long-term goals, values, and cultural norms. This research will assist early childhood educators in understanding the teacher's role in children's emotional development and help educational practitioners to expand the school curriculum and daily educational practices.","abstract_has_math":false,"creators":["Sung, So Young"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Daniel J. 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