Gender-Specific Linkages of Affective Social Competence With Peer Relations in Preschool Children

Dunsmore, Julie C.; Noguchi, Ryoichi J. P.; Garner, Pamela W.; Casey, Elizabeth; Bhullar, Naureen

doi:10.1080/10409280801963897

Cited by 24 publications

(28 citation statements)

References 61 publications

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“…Girls also have a slight advantage over boys in the recognition of others' facial emotion expressions (McClure 2000). Some studies suggest these and other differences in emotion functioning relate to social and behavioral functioning for girls more than boys (Dunsmore et al 2008). For example, emotion processing (e.g., emotion recognition, anger attributions, empathy) predicted 1st-and 2nd-grade girls' behavioral functioning more strongly than boys' (Schultz et al 2004).…”

Section: Sex Differencesmentioning

confidence: 94%

Assessment of Social Information Processing in Early Childhood: Development and Initial Validation of the Schultz Test of Emotion Processing—Preliminary Version

Schultz

Ambike

Logie

et al. 2010

J Abnorm Child Psychol

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Crick and Dodge's (Psychological Bulletin 115:74-101, 1994) social information processing model has proven very useful in guiding research focused on aggressive and peer-rejected children's social-cognitive functioning. Its application to early childhood, however, has been much more limited. The present study responds to this gap by developing and validating a video-based assessment tool appropriate for early childhood, the Schultz Test of Emotion Processing-Preliminary Version (STEP-P). One hundred twenty-five Head Start preschool children participated in the study. More socially competent children more frequently attributed sadness to the victims of provocation and labeled aggressive behaviors as both morally unacceptable and less likely to lead to positive outcomes. More socially competent girls labeled others' emotions more accurately. More disruptive children more frequently produced physically aggressive solutions to social provocations, and more disruptive boys less frequently interpreted social provocations as accidental. The STEP-P holds promise as an assessment tool that assesses knowledge structures related to the SIP model in early childhood.

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Section: Sex Differencesmentioning

confidence: 94%

Assessment of Social Information Processing in Early Childhood: Development and Initial Validation of the Schultz Test of Emotion Processing—Preliminary Version

Schultz

Ambike

Logie

et al. 2010

J Abnorm Child Psychol

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“…Anger during confl ict appears normative, but an irascible demeanor, or glee at another ' s discomfort, is incongruent with social competence. Relations between peer relations and sending or managing emotions effectively are moderated, as well, by gender (Dunsmore, Noguchi, Garner, Casey, & Bhullar, 2008 ).…”

Section: Emotional D Evelopment In I Nteraction With P Eersmentioning

confidence: 99%

“…Preschoolers ' understanding of emotion is related to their peer likeability, reciprocated friendship, teacher -reported social competence, and prosocial reactions to others ' emotions (Denham, 1986 ;Denham et al, 1990 ;Dunsmore et al, 2008 ;Geangu, 2003 ;Miller et al, 2005 ). Barth and Bastiani (1997) have uncovered a subtler relation: Preschoolers ' mistaken perceptions of peers as angry are associated with negative social behavior.…”

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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“…significant role to play in children's cognitive, social, and emotional development (e.g., Dunsmore, Noguchi, Garner, Casey, & Bhullar, 2008;Howes, 1988;Ladd & Price, 1987).…”

mentioning

confidence: 99%