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Title: How do teachers influence children's emotional development?
Author: Seth-Smith, F.
Awarding Body: University of London
Current Institution: University College London (University of London)
Date of Award: 2006
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Children vary in their capacities to interpret other's emotional states and to understand, express and control their own emotional responses. Due to their role as significant adults in children's lives, teachers can be argued to play a critical role in the development of these capacities. A range of findings which support this premise, in educational and psychological literature, suggest that a child's emotional development can be affected by his or her experiences of teachers, both in the classroom and within the whole school environment. Several studies have documented cross-sectional and longitudinal associations between categories of teacher-pupil relationships and child outcomes moreover, in recent years, numerous manualised and non-manualised school programmes posit teachers as active agents in preventative interventions which promote emotional development and emotional regulation. A selection of these is critically reviewed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available