Studying mothers perceptions about their interaction with children in their early years for emotional development

This study explores the perceptions of mothers (working and stay-at-home) about their role in the emotional development of their children in early years (4-6 years). It also explores the facilitating and impeding factors in mother-child interaction during the emotional development in early years of the children. Emotional development as a process helps infants and children to develop the capacity to experience, express and interpret emotions. Mothers have great influence on children\u27s emotional development. Mothers teach their children about daily life norms and build their attitude and character which shapes children\u27s perceptions of the world and their later patterns of behaviours. My working experience as a Montessori Directress gave me insight that the mothers\u27 attachment and interaction positively influences the emotional development of children in these years. However, it is assumed that working mothers are unable to provide quality time to their children due to workload. Thus, my study focuses on how working and stay-at-home mothers perceive their role in their children\u27s emotional development in the early years. The qualitative design was used to explore the effects of stay-at-home and working mothers\u27 interaction on their children\u27s early year (focusing 4-6 years) emotional growth and development. Through a purposive sampling, four participants (two working and two stay-at-home mothers) were selected whose children were 4-6 years of age and were enrolled in Kindergarten I and II. The data was generated through semi-structured interviews. The data shows that mothers\u27 closer bond positively influence children\u27s emotional and social development. Whereas, inadequate time, lack of quality interaction and mothers\u27 stress and frustration have negative influence on children\u27s emotional development in terms of lack of confidence, trust, reluctance and detachment from their surroundings. The study concludes by presenting implications and recommendations for parents, teachers, teacher educators, early childhood educational institutions based on the children\u27s emotional development particularly focusing on early years