Early Childhood Education Directors' Impacts on Social-Emotional Teaching and Learning

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dc.contributor.advisorDenham, Susanne A.
dc.contributor.authorZinsser, Katherine M
dc.creatorZinsser, Katherine M
dc.date.accessioned2013-08-09T15:38:06Z
dc.date.available2013-08-09T15:38:06Z
dc.date.issued2013
dc.description.abstractEarly childhood education (ECE) centers are more than a series of contiguous classrooms. They are vibrant social communities where child and adult emotions are ever-present and integral to learning. Although much research has focused on classroom quality and teacher-child interactions that support children's social-emotional development, researchers have paid less attention to the center-level environmental factors that influence classroom climate. Like all organizations, the climate of each ECE center is, in part, set by the leadership style and skills of the top administrator: the center director. Yet, little research has been conducted to assess the influences of a director on the emotional climate of ECE programs.
dc.format.extent110 pages
dc.identifier.urihttps://hdl.handle.net/1920/8234
dc.language.isoen
dc.rightsCopyright 2013 Katherine M Zinsser
dc.subjectEarly childhood education
dc.subjectDevelopmental psychology
dc.subjectEmotional climate
dc.subjectLeadership
dc.subjectSocial-emotional learning
dc.subjectSocialization
dc.titleEarly Childhood Education Directors' Impacts on Social-Emotional Teaching and Learning
dc.typeDissertation
thesis.degree.disciplinePsychology
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

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