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This research uncovers the emotional experience of six US early childhood educators during a 3-week teaching experience at two preschools in Kathmandu, Nepal. The following research questions guided the study and data analysis: What emotions do early childhood educators experience while teaching in a cross-cultural context? How were these emotions related to a Western discourse of teaching young children? Ethnographic methods of data collection consisted of formal and informal interviews, focus groups, weekly journals, group blog with written text and photographs, and participant observation by the lead researcher. Analysis of the themes uncovered the following: (1) a discourse of the Privileged Westerner and Marginalized Other was related to the emotions of "excitement" and "nervousness" about teaching/helping young children in Nepal, and (2) the emotion of "frustration" with the educational practices of the Nepali schools was related to a "national love" for their own Western educational ideals.

Using feminist and poststructuralist accounts of teacher emotion, the analysis presented in this article examines one teacher's emotion as she participated in a 6-month ethnographic study of emotion in her preschool classroom while enrolled in an online graduate course focused on the sociology of childhood and socially just curriculum. Analysis followed the ethnographic procedures of Spradley's Developmental Research Sequence to determine themes and patterns within field notes, audio and video data, interview transcripts, and online course documents. The findings showed that emotional discomfort was a central theme as the teacher considered the children's play in relation to the knowledge acquired in the graduate online course and vice versa. More specifically, the findings revealed the teacher's discomfort and the resulting struggle and ambivalence she encountered as new information about children's social worlds disrupted her prior beliefs, values, and feelings. This study uncovers how emotional discomfort can provide productive grounds for reflection, disequilibrium, and dialogue about early childhood classroom practices.

This research examines the emotional themes and discourse of emotion of early childhood educators using a post-structuralist theoretical framework of emotion. The data selected and analyzed is taken from 4 two-hour discussion groups that were conducted over an eight-week period with four female early childhood educators. The emotional themes and patterns that emerged from the discussion groups and artifacts, teacher journals, and follow-up interviews were analyzed and then followed with a micro-level analysis. The findings revealed that the three most common emotion words discussed were "stress", "worry", and "frustration", which were linked to surveillance and a discourse around persecutory guilt through institutional and relational systems, fostering implicit resistance among participants. (Contains 1 table.)

This study examines how young girls construct emotional themes in their peer-culture play routines and rituals in the daily life of a preschool classroom. This research is part of a larger eight-month ethnographic study of one preschool classroom. The data selected and analysed in this article are taken from a focused six-week theoretical sampling of five female preschool children's play. Micro-level analysis of the data (field notes, videotaping, video revisiting and interviews with teachers and students) revealed how children's peer-culture and emotional themes were socially constructed through a specific play narrative that centred on five females being "kitties". A closer look at one group member named Mary uncovered emotional themes that centred on acting proper and group harmony. Females used their peer-culture and emotional themes to hold group members accountable, resolve conflict and appropriate society's emotional display rules. These data reveal the social-emotional "work" of children and the role of peers in childhood socialisation.

Using the self-reports of 300 university students, we replicated and extended the results of a 1971 study of Hersen by demonstrating a significant relationship between both nightmare frequency and nightmare distress with two dimensions of anxiety. Our results are not consistent with the 1990 findings of Wood and Bootzin who concluded that both nightmare frequency and nightmare distress were not correlated with anxiety.

Responses of 289 university students to Belicki's Nightmare Distress Questionnaire and the Stress-related Health Problems Scale were used to test the hypothesis that persons who score high on nightmare distress are more likely to report psychological problems. Since relative to the Low Nightmare Distress group, the High Nightmare Distress group scored significantly higher on all seven of the sets of symptoms that are measured by the Stress-related Health Problems Scale, this hypothesis was supported.