Katarina Nilfyr
Biographic Data
| ID | 6739065 |
|---|---|
| NAME | Katarina Nilfyr |
| GIVEN NAMES | Katarina |
| FAMILY NAME | Nilfyr |
| SIGNATURE | NILFYR K |
| AFFILIATIONS | University of Gothenburg, Gothenburg, Sweden |
| ORCID | 0000-0002-8972-8334 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Thriving Children’s Emotional Self-Regulation in Preschool
The primary aim of this article is to investigate and expand the existing knowledge on preschool children’s emotional self-regulation within the preschool setting and to explore how this critical skill can be effectively supported. This study is grounded in an interactionist perspective, viewing education as fundamentally relational. The methodology involved a systematic literature review of contemporary research focused on emotional self-regulat…
To conform or not to conform
Early childhood education (ECE) presupposes a balance between emotionally supportive interaction and pre-academic teaching instruction, and research indicates an increasing pressure on preschool teachers’ communicative competence. This study focuses on the functions of emotions in the teacher–child relationship in a situated context. Such studies are scarce in the research on ECE, which mainly concerns children’s socioemotional learning. Using a …
Teacher–Child Interaction in a Goal-Oriented Preschool Context
The international trend of positioning the preschool as a pre-academic learning environment is challenging for preschool teachers, as it necessitates a balance between emotionally supportive interaction and goal-oriented learning instruction. However, previous research suggests that the complexities of such interactions need to be further studied. This article contributes by presenting a very detailed exploration of how social adaptation is pursu…
No prominent works on this page.
Teacher–Child Interaction in a Goal-Oriented Preschool Context
The international trend of positioning the preschool as a pre-academic learning environment is challenging for preschool teachers, as it necessitates a balance between emotionally supportive interaction and goal-oriented learning instruction. However, previous research suggests that the complexities of such interactions need to be further studied. This article contributes by presenting a very detailed exploration of how social adaptation is pursu…
To conform or not to conform
Early childhood education (ECE) presupposes a balance between emotionally supportive interaction and pre-academic teaching instruction, and research indicates an increasing pressure on preschool teachers’ communicative competence. This study focuses on the functions of emotions in the teacher–child relationship in a situated context. Such studies are scarce in the research on ECE, which mainly concerns children’s socioemotional learning. Using a …
Thriving Children’s Emotional Self-Regulation in Preschool
The primary aim of this article is to investigate and expand the existing knowledge on preschool children’s emotional self-regulation within the preschool setting and to explore how this critical skill can be effectively supported. This study is grounded in an interactionist perspective, viewing education as fundamentally relational. The methodology involved a systematic literature review of contemporary research focused on emotional self-regulat…
Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Nonverbal communication (2 works) · Pedagogy (2 works) · Psychology (2 works) · Social Psychology (2 works) · Teacher Education and Leadership Studies (2 works) · Adaptation (eye (1 works) · Communicative competence (1 works) · Competence (human resources (1 works)