Conflict, Understanding, and Relationships: Developments and Differences in the Preschool Years

Dunn, Judy; Slomkowski, Cheryl; Donelan, Nancy; Herrera, Carla

doi:10.1207/s15566935eed0604_2

Cited by 48 publications

(33 citation statements)

References 12 publications

(11 reference statements)

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“…They also have been observed during structured and free-play activities in preschool classrooms among participants as well as bystanders [Nucci & Turiel, 1978;Killen & Smetana, 1999;Smetana, 1984]. Other lines of research suggest that children's "other-oriented" verbal responses (focusing on rights and welfare) emerge between 33 and 47 months of age and occur more frequently during peer than in mother-child or sibling conflicts [Dunn, Slomkowski, Donelan, & Herrera, 1995].…”

Section: Early Foundations Of Moralitymentioning

confidence: 97%

Normative Changes and Individual Differences in Early Moral Judgments: A Constructivist Developmental Perspective

2018

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This paper discusses the emergence and development of morality as a distinct form of social knowledge in early childhood. Drawing on social domain theory, we define morality in terms of individuals’ concerns regarding others’ welfare, fair treatment, rights, and the equitable distribution of resources. Moral judgments are described as building on early predispositions but constructed through children’s varied social experiences. We highlight some of the morally relevant interactions in the first few years of life that contribute to early moral development and then summarize evidence regarding young children’s increasing ability to distinguish moral and nonmoral concepts in their judgments. Consistent with our constructivist emphasis, we also draw attention to sources of individual differences in early moral judgment development. We conclude with some suggestions for future research that build on the innovative methods and new findings reported here to further expand our understanding of early moral development.

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Section: Early Foundations Of Moralitymentioning

confidence: 97%

Normative Changes and Individual Differences in Early Moral Judgments: A Constructivist Developmental Perspective

2018

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“…The scaffolded context of chatting with a parent, especially mother, about emotional experience helps the young child to formulate a coherent body of knowledge about emotional expressions, situations, and causes (Denham & Kochanoff, 2002;Denham, Renwick-DeBardi, & Hewes, 1994;Dunn, Brown, & Beardsall, 1991;Dunn, Brown, Slomkowski, Tesla, & Youngblade, 1991;Dunn, Slomkowski, Donelan, & Herrera, 1995;Racine, Carpendale, & Turnbull, 2007). Talk about emotions also gives the child a new tool to use in the service of emotion regulation, allowing them to separate impulses from behavior (Thompson, 1991), although the association between parental teaching and emotion regulation is understudied in families of preschoolers (see Shipman and others, 2007, for results with older children).…”

Section: Socialization Of Emotionmentioning

confidence: 99%

Gender differences in the socialization of preschoolers' emotional competence

Denham

Bassett

Wyatt

2010

New Directions for Child and Adolescent Development

112

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Preschoolers' socialization of emotion and its contribution to emotional competence is likely to be highly gendered. In their work, the authors have found that mothers often take on the role of emotional gatekeeper in the family, and fathers act as loving playmates, but that parents' styles of socialization of emotion do not usually differ for sons and daughters. They also found several themes in the prediction of preschoolers' emotion knowledge and regulation. For example, sometimes mother-father differences in emotional style actually seem to promote such competence, and girls seem particularly susceptible to parental socialization of emotion.

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“…Preschoolers ' emotion knowledge is related to use of reasoned argument, sibling caregiving, and lack of self -reported victimization and rejection, even across time (Dunn, Slomkowski, Donelan, & Herrera, 1995 ;Garner, Jones, & Miner, 1994 ;Miller et al, 2005 ). Older children ' s understanding of prosocial display rules is related to their observed and self -reported prosocial behavior and social competence (Garner, 1996 ;Jones, Abbey, & Cumberland, 1998 ).…”

Section: Emotional D Evelopment In I Nteraction With P Eersmentioning

confidence: 99%

Emotions and Social Development in Childhood

Denham

Warren

Salisch

et al. 2010

The Wiley‐Blackwell Handbook of Childhood Social Development

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Gary and Ron are practicing soccer moves on the playground. They have all their equipment -goal, shinpads, and regulation ball -and they ' re having fun together. Ron shows Gary how to head the ball into the goal, both shouting, " Hurray! " But then things get complicated, changing fast, as interaction often does. Ron, thinking twice about sharing his best technique, kicks the ball away from Gary on the next play. Then Huynh, who had been watching from the sidelines, asks Gary if he can join them. Simultaneously, Gary trips over a swiftly kicked ball and slumps to the ground. And just then, Jack, the class bully, approaches, laughing at Gary ' s discomfort, then angrily demanding they leave so that he and his buddies can use the fi eld. Somehow, Gary deals with all of this. He hands the ball to Huynh, extends a hand to Ron, and calmly tells Jack, " It ' s our turn now. "What do emotions have to do with social development? Our example abounds with instances where emotions help determine the fl ow and outcome of interaction. First, behaviors of others in one ' s social group often constitute antecedent conditions for children ' s emotions. When Ron became angry, it was because his goal of being the " best " was threatened. Huynh approached diffi dently because he often had been " left out " from play. Second, when children exhibit emotion within dyads or groups, this emotional expressiveness also is important information for others involved. When Gary experienced delight at making a goal, he wanted to keep playing; others, like Huynh, wanted to join him. Jack is irritable and easily provoked by those he perceives to be " in his way. " His

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Conflict, Understanding, and Relationships: Developments and Differences in the Preschool Years

Cited by 48 publications

References 12 publications

Normative Changes and Individual Differences in Early Moral Judgments: A Constructivist Developmental Perspective

Normative Changes and Individual Differences in Early Moral Judgments: A Constructivist Developmental Perspective

Gender differences in the socialization of preschoolers' emotional competence

Emotions and Social Development in Childhood

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