Opinions of Pre-School Teachers on Applications Supporting Children's Emotion Regulation Skills

Abstract

In this study, it was aimed to reveal the opinions of preschool teachers about the practices supporting the emotion regulation skills of children. The data in the research conducted using a qualitative approach have been acquired through semi-structured interviews. The research was carried out with teachers working in state and private preschool education institutions in Eskişehir city center in the spring semester of the 2015-2016 academic year. 28 volunteer teachers determined with maximum diversity among purposive sampling methods constitute the participants of the study. Data were analyzed through inductive method. Codes and themes acquired from the data were presented for expert review to increase credibility. Coding key was calculated according to Miles and Huberman’s (2015) reliability formula and reliability co-efficient was found to be 92%. Based on this formula, the study was accepted as reliable. As a result of analysis, it was found that teachers had a limited perception of emotion regulation concept. They expressed that anger and happiness were the most observed emotions in the class; and that students, and therefore teachers themselves, had difficulty dealing with anger. They also pointed out that they needed support inside and outside the classroom.