Toddler teachers' responses to tantrums and relations to successful resolutions. Issue 3 (11th January 2022)

• Record Type: Journal Article
• Authors: Shafer, Ashley E.; Wanless, Shannon B.; Briggs, Jennifer O.
• Is Part Of: Infant and child development. Volume 31:Issue 3(2022)
• Page Start: n/a
• Page End: n/a
• Publication Date: 2022-01-11
• Subjects: childcare -- tantrums -- teacher–child interactions -- toddler development and care; Child development -- Periodicals; Child psychology -- Periodicals; Parenting -- Periodicals; Child rearing -- Periodicals; 155.405
• DOI: 10.1002/icd.2304
• Languages: English
• ISSNs: 1522-7227

Abstract

Abstract: Toddler tantrums are a typical part of child development but can cause stress to the teacher–child relationship (Schindler et al., 2015). Understanding how to resolve tantrums is an important skill, yet there is little research to guide teachers. The present study observed two toddler‐classrooms, examining teachers' responses to 46 tantrums, and the results of these responses. Exploratory analysis examined the applicability of a popular framework for conceptualizing tantrums as emotional or cognitive. Results suggest when toddler teachers used a combination of emotionally supportive strategies, 91% of tantrums were resolved. The use of controlling strategies suggests teachers need support on effective responses to tantrums. The ability to categorize tantrums suggests a framework many practitioners endorse could be useful in communicating effective strategies.