Emotional Socialization in the Postmodern Era: Children in Day Care

Power, Martha Bauman

doi:10.2307/2786902

Cited by 33 publications

(17 citation statements)

References 15 publications

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“…Specifically, our findings indicated that emotional situation knowledge and emotional role-taking made unique and positive contributions to the prediction of children's positive displays. This suggests that the understanding of emotionally charged events and sensitivity to others' emotions makes it easier for children to express emotions that are appropriate to the particular affective situation (Leavitt & Power, 1989). Although it seems reasonablê…”

Section: Discussionmentioning

confidence: 99%

Preschoolers' Emotional Control in the Disappointment Paradigm and Its Relation to Temperament, Emotional Knowledge, and Family Expressiveness

Garner

Power

1996

Child Development

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The present research evaluated a conceptual model that links temperament, emotional knowledge, and family expressiveness to preschoolers' emotion regulation ability. The emotional understanding of 82 preschoolers was assessed with 2 separate tasks. After the second emotional knowledge task, the children were presented a "disappointing" prize, and their facial displays of positive and negative affect were recorded. The children and their mothers also participated in a game designed to elicit maternal expressive behavior. Mothers provided information about the preschoolers' temperament and about the frequency of positive and negative affect expressed within their families. Results indicated that children's positive displays when presented the "disappointing" prize were inversely related to the temperamental dimension of emotional intensity and positively associated with children's understanding of emotion. Maternal reports of sadness within the family were inversely related to children's positive affective displays. Children's negative emotional displays in the disappointment situation were inversely related to observed maternal positive emotion. The findings from this study give greater specification to the unique and joint contributions of temperament, emotional knowledge, and family expressiveness in predicting preschoolers' expressive control of emotion.

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Section: Discussionmentioning

confidence: 99%

Preschoolers' Emotional Control in the Disappointment Paradigm and Its Relation to Temperament, Emotional Knowledge, and Family Expressiveness

Garner

Power

1996

Child Development

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“…Given a positive response to his needs, on this occasion at least, MJ did not resort to his usual pattern of aggressive behaviour. Leavitt and Power (1989) suggest that in many childcare settings adults inappropriately impose their own understandings onto children's feelings, to encourage surface emotions that will inevitably be at odds with their feelings. Piper (2002) found that different infant teachers reported contradictory ways of responding to the needs of children to be touched.…”

Section: Introductionmentioning

confidence: 99%

‘Touch’ in educational and child care settings: dilemmas and responses

Piper

Smith

2003

British Educational Res J

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This article considers the touching, or rather, not touching, of children and young people in professional settings. Some have argued that many schools and other childcare environments are becoming ‘no touch’ zones. Formal guidelines in the UK are centrally concerned with ‘child protection’ issues, and ‘force and control’, and as such appear more reactive than proactive. From the authors' exploratory studies it has emerged that this is an area where fear and confusion (resulting from a moral panic) have tended to replace a response that is primarily concerned with the caring needs of children. The authors regard this as an area that can no longer be left to chance and suggest that future policy should be informed by research that takes account of the complexities as discussed throughout.

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“…For example, Tomkins (Tomkins, 1962(Tomkins, , 1963 hypothesized that parental acceptance rather than suppression of children's negative emotions would be beneficial to children. Likewise, Leavitt and Power (1989) observed day care workers and parents and noted how the emotional expressions of preschoolers often were minimized. They postulated that this lack of emotional encouragement leads to decreased emotional understanding.…”

mentioning

confidence: 99%

Richard A. Fabes, Department of Family & Human Development, Arizona State University, Tempe, AZ 85287-2502 (E-mail

Fabes

Poulin

Eisenberg

et al. 2002

Marriage & Family Review

349

171

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The Coping with Children's Negative Emotions Scale (CCNES) is an increasingly used self-report instrument consisting of six subscales that reflect different ways parents respond to their young children's negative emotions. However, psychometric testing of this scale has not been conducted. In two studies, we examine its psychometric properties. In the first study, 101 parents (mostly mothers) completed the CCNES and a variety of other scales. The results reveal that the CCNES is internally reliable and has sound test-retest reliability and construct va-

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Emotional Socialization in the Postmodern Era: Children in Day Care

Cited by 33 publications

References 15 publications

Preschoolers' Emotional Control in the Disappointment Paradigm and Its Relation to Temperament, Emotional Knowledge, and Family Expressiveness

Preschoolers' Emotional Control in the Disappointment Paradigm and Its Relation to Temperament, Emotional Knowledge, and Family Expressiveness

‘Touch’ in educational and child care settings: dilemmas and responses

Richard A. Fabes, Department of Family & Human Development, Arizona State University, Tempe, AZ 85287-2502 (E-mail

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