Recognizing emotional neglect in early childhood settings: A mixed-methods study

Childhood emotional neglect can have severe consequences for affected children, yet its detection remains challenging. Childhood educators are in a favorable position to identify it early, but empirical evidence on their ability to recognize observable behavioral indicators is limited. This mixed-methods study (qualitative descriptions and quantitative ratings) with N = 90 educators from German day care facilities and prospective educators assessed whether their reported indicators align with research-based mechanisms (e.g., reward processing, executive functions). Results revealed only partial correspondence: social functioning was frequently named (82 mentions, named by 71% of professionals), while critical indicators like executive functions (19 mentions, 8% of professionals) or emotion regulation (4 mentions, 2% of professionals) were rarely mentioned. Findings highlight the need for targeted training programs to enhance educators’ awareness of specific behavioral patterns associated with emotional neglect.