| dc.description.abstract | Social emotion plays a vital role in children's development, and email performance- based feedback (email PF) has been shown to effectively improve teachers' social-emotional practice. In this research, I evaluated the effect of brief training and email PF on teachers' and children's use of emotion words and the diversity of the emotion words they use. Participants in this study included four early childhood education teachers. A multiple probe design across participants was used to evaluate the effects of email PF. Participants received brief training at the beginning of the study and received a general email that did not include feedback on their emotion word uses. They received email PF which had descriptive feedback on their emotion word uses in the intervened settings (i.e., center time). They did not receive an email in the generalized settings (i.e., small groups and recess) across the study and during the maintenance conditions. Results showed that there was a functional relationship between email PF and teachers and children's use and diversity of emotion words in the intervened setting. Further researchers can modify the coaching content according to individuals' diverse needs, set criteria for intervention conditions to avoid extraneous variables, conduct more covert observations, etc. | en_US |
