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Forty-three teachers were observed across multiple mornings, and 1,604 video cycles were coded for emotion-focused teaching levels (total, modeling, responding, and instructing) alongside activity settings (e.g., mealtimes and transitions). Small-group activities showed the highest emotion-focused teaching, whereas mealtimes showed the lowest. 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[https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nEmotion-Focused Teaching Differs Across Preschool Activity Settings  \nTimothy W. Curby  \nGeorge Mason University  \nKatherine M. Zinsser  \nUniversity of Illinois, Chicago  \nRachel A. Gordon  \nNorthern Illinois University  \nEmma G. Casey  \nGeorge Mason University  \nThis study explores how observed emotion-focused teaching in preschool classrooms differs across classroom activity settings. Forty-three teachers were observed across several mornings. A total of 1,604 video cycles were coded for levels of emotion-focused teaching (e.g., total, modeling, responding, and instructing) and their activity settings (e.g., mealtimes and transition). Activity settings seemed to afford—to varying degrees for different teachers—the opportunity to interact with children around their emotional learning. Small-group activity settings had the highest levels of emotion-focused teaching, and mealtimes had the lowest. Emotion instructing occurred most often during whole-group interactions, and emotion modeling occurred most often during children’s independent work. Findings can inform the creation and implementation of professional development to promote these emotion-focused teaching practices. While research is increasingly demonstrating the value of emotion-focused teaching, understanding the variability of such practice over the various activity settings may identify opportunities to enhance the intentional support of children’s emotional learning.  \nKeywords: early childhood, preschool, social-emotional learning, emotion-focused teaching, emotion socialization  \nRecently, studies have demonstrated how one aspect of teacher–child interactions, emotion-focused teaching, is associated with an array of positive outcomes (e.g., Curbyet al., 2022; Denham & Bassett, 2019; Fatahi et al., 2023; Garner et al., 2019) . Emotion-focused teaching includes practices such as teachers’ modeling of their own emotions, responding to children’s emotions, and explicitly instructing about emotions. Although evidence of the associations between these practices and children’s social competence, emotional competence, and learning behaviors is growing, we know little about how specific classroom activity settings may facilitate the use of emotion-focused teaching practices. While emotion-focused teaching may be employed in any classroom activity, some activities may be particularly rich with emotion-focused teaching, whereas others may have little. The purpose of this study is to explore the extent to which emotion-focused teaching practices differ across  \ncommon preschool activity settings. Doing so may help identify opportunities for enhancing the provision of emotionfocused teaching during regularly occurring activity settings.  \nWhat Is Emotion-Focused Teaching?  \nEmotion-focused teaching constitutes the specific teaching practices that help promote emotional competencies in children. Mirroring similar behaviors in the parenting emotion socialization literature (Denham, 2023; Eisenberg et al., 1998; Zinsser, Gordon, & Jiang, 2021), these teaching practices encompass teachers’ modeling of, responding to, and instructing about emotions (Denham et al., 2012; Zinsser, Curby, & Gordon, 2021) .  \nIn a classroom, teachers may, intentionally or not, express emotions. In doing so, they are modeling different emotions from which students learn. Teachers might, for  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nrepro","cbCaijcoqC8KB1j6","https://ap.wps.com/l/cbCaijcoqC8KB1j6","pdf",544800,13,"English","# Emotion-Focused Teaching Differs Across Preschool Activity Settings\n## What Is Emotion-Focused Teaching?","[{\"question\":\"How does emotion-focused teaching vary across preschool activity settings?\",\"answer\":\"Small-group activities showed the highest levels of emotion-focused teaching, while mealtimes showed the lowest. Whole-group interactions were most associated with emotion instructing, and children’s independent work was most associated with emotion modeling.\"},{\"question\":\"What practices are included in emotion-focused teaching?\",\"answer\":\"Emotion-focused teaching includes teachers’ modeling of their own emotions, responding to children’s emotions, and explicitly instructing about emotions.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"Researchers observed 43 teachers and coded 1,604 video cycles for emotion-focused teaching levels and for different classroom activity settings across several mornings.\"}]","Emotion-Focused Teaching Differs Across Preschool Activity Settings | PDF",1792069246,33]