Connection Before Correction – Gottman’s Emotion Coaching Concept in Early Childhood Education

Abstract

The Finnish Early Childhood Education Act places children’s emotional and social development at the core of early childhood education, requiring a supportive environment where well-being and positive interactions form the basis for children’s development. Similarly, the City of Espoo Early Childhood Education Plan highlights emotional education as a priority, promoting positive pedagogy and empathy to strengthen children’s emotion regulation in daily life.

This functional thesis explores the use of John Gottman’s concept of Emotion Coaching - as a work method in early childhood education. It emphasizes empathy, validation, and guidance in children’s emotionally charged moments, which helps children develop emotion regulation, problem-solving skills and empathy.

This thesis was carried out in collaboration with a private daycare in Espoo and is based on the service design process. My research showed that while educators valued emotions as central to children’s development, they wished for clearer, ready-to-use tools to support them. The materials I created therefore draw not only from theory but also directly from the expressed needs of the educators. The theoretical framework of this study combines social pedagogy (participation and empowerment) and child development theories with the concept of Emotion Coaching.

This thesis highlights how emotional and social skills form the foundation of children’s well-being and development. Since Finland is currently experiencing a serious staff shortage in the early education sector, accessible and practical tools are urgently needed to ensure consistent, high-quality support for children’s emotional development.