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Journals / Sosyal Araştırmalar ve Yönetim Dergisi / 2026 / Sayı: 1

THE EMOTION-SOCIALIZING ROLE OF PRESCHOOL TEACHERS: THEORETICAL FRAMEWORKS, MECHANISMS, AND CHILD OUTCOMES

OKUL ÖNCESİ ÖĞRETMENLERİNİN DUYGU SOSYALLEŞTİRİCİ ROLÜ: KURAMSAL ÇERÇEVELER, MEKANİZMALAR VE ÇOCUK ÇIKTILARI

Nüseybe Öztürk Ceylan(KİLİS 7 ARALIK ÜNİVERSİTESİ, SAĞLIK HİZMETLERİ MESLEK YÜKSEKOKULU)0000-0002-3187-9594
Pages
42–59
Publication Date
2026-09-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings point to the importance of culturally responsive teacher education, teacher well-being, and systemic support.

📌 3 Key Takeaways

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Objective & Hypothesis:This study is a narrative review examining the emotion-socializing role of preschool teachers in light of the theoretical and empirical literature.
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Key Findings & Data:Although emotion socialization has long been studied in the parental context, given the time children spend in early childhood settings, teachers are also significant socializers.
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Conclusion & Impact:The findings point to the importance of culturally responsive teacher education, teacher well-being, and systemic support.
🔬Design:Review & Systematic Survey
📍Scope:2007 Verileri
⚙️Variables:Duygu sosyalleştirme · okul öncesi öğretmeni · duygusal yeterlik

Abstract

This study is a narrative review examining the emotion-socializing role of preschool teachers in light of the theoretical and empirical literature. Although emotion socialization has long been studied in the parental context, given the time children spend in early childhood settings, teachers are also significant socializers. Synthesizing the frameworks of Eisenberg et al. (1998), Gottman et al. (1996), Morris et al. (2007), and Denham et al. (2012), the study adapts the teacher’s three core mechanisms (reacting, emotion coaching, and modeling) to the classroom context. It then addresses the factors predicting these practices: the teacher’s emotional awareness, emotion regulation, and beliefs; job stress and institutional climate; demographic variables along with child outcomes (emotion knowledge, emotion regulation, social competence, academic readiness) and their moderators (temperament, gender, culture/socioeconomic risk). The Turkish literature and intervention programs are evaluated. The review concludes that the principal lever shaping teachers’ responses is not demographic characteristics but the teacher’s own emotional competence, which is in turn constrained by institutional conditions. The findings point to the importance of culturally responsive teacher education, teacher well-being, and systemic support.

Özet

Bu çalışma, okul öncesi öğretmenlerinin duygu sosyalleştirici rolünü kuramsal ve ampirik alanyazın ışığında inceleyen anlatısal (narrative) bir derlemedir. Duygu sosyalleştirme uzun süre ebeveyn bağlamında ele alınmışsa da, çocukların erken çocukluk kurumlarında geçirdiği süre göz önüne alındığında öğretmenler de önemli sosyalleştiricilerdir. Çalışma, Eisenberg vd. (1998), Gottman vd. (1996), Morris vd. (2007) ve Denham vd. (2012) çerçevelerini sentezleyerek öğretmenin üç temel mekanizmasını (tepki verme, duygu koçluğu, model olma) sınıf bağlamına uyarlar. Ardından bu pratikleri yordayan etmenler: öğretmenin duygusal farkındalığı, duygu düzenlemesi ve inançları; iş stresi ve kurum iklimi; demografik değişkenler ile çocuk çıktıları (duygu bilgisi, duygu düzenleme, sosyal yeterlik, akademik hazırbulunuşluk) ve düzenleyicileri (mizaç, cinsiyet, kültür/sosyoekonomik risk) ele alınır. Türkiye alanyazını ve müdahale programları değerlendirilir. Derleme, öğretmen tepkilerini biçimlendiren asıl kaldıracın demografik özellikler değil öğretmenin kendi duygusal yeterliği olduğunu; bu kapasitenin ise kurumsal koşullarca sınırlandığını ortaya koyar. Bulgular; kültürel olarak duyarlı öğretmen yetiştirme, öğretmen iyi oluşu ve sistemik desteğin önemine işaret etmektedir.

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Cite This Article

Ceylan, N. Ö. (2026). THE EMOTION-SOCIALIZING ROLE OF PRESCHOOL TEACHERS: THEORETICAL FRAMEWORKS, MECHANISMS, AND CHILD OUTCOMES. Sosyal Araştırmalar ve Yönetim Dergisi, Sayı: 1, 42–59. https://doi.org/10.35375/sayod.1991097

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