Promoting Preschoolers’ Emotional Competence Through Prosocial TV and Mobile App Use

Rasmussen, Eric E.; Strouse, Gabrielle A.; Colwell, Malinda J.; Johnson, Colleen Russo; Holiday, Steven; Brady, Kristen; Flores, Israel; Troseth, Georgene L.; Wright, Holly; Densley, Rebecca L.; Norman, Mary S.

doi:10.1080/15213269.2018.1476890

Cited by 37 publications

(17 citation statements)

References 70 publications

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“…More research is needed on the types and levels of interactivity that could act as "digital adult" in supporting ToM development. It is also possible that contingent interactivity may be sufficient to promote other social-emotional skills, such as emotion recognition and social skill literacy (Craig et al, 2016;Peebles et al, 2018), emotion regulation (Craig et al, 2016;Rasmussen et al, 2019), prosocial behaviors (Shoshani et al, 2022) and social self-efficacy (Craig et al, 2016), but not ToM, given the importance of active use of the mental state language for ToM development found in some studies (Grazzani and Ornaghi, 2011;Ornaghi et al, 2011;Guajardo et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Beyond the content and design elements, children's learning from digital games is mediated by contextual factors of play (Guernsey, 2007;Takeuchi and Levine, 2014), such as joint media engagement (Takeuchi and Stevens, 2011). Meaningful adultchild co-play supports and enhances young children's learning from educational apps (Neumann and Neumann, 2014;Radesky et al, 2015;Sweeney, 2017;Neumann, 2018;Rasmussen et al, 2019;Toh and Lim, 2021). In the process of digital co-play, adults scaffold children's learning by engaging them in dialogs and explaining complex concepts (Yelland and Masters, 2007;Bindman et al, 2021), directing children's attention to the specific content and highlighting important information (Sobel et al, 2019), providing affection and encouragement (Yelland and Masters, 2007;Wood et al, 2016), and helping with technical and physical tasks, such as logging in, typing, and touching the screen (Reich et al, 2012;Wood et al, 2016).…”

Section: Educational Games and Learningmentioning

confidence: 99%

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Teaching Preschoolers Theory of Mind Skills With Mobile Games

et al. 2022

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This single-case research study examined whether interactive touch screen apps enriched with Theory of Mind (ToM)—enhancing language would promote ToM skills in preschoolers. Six typically developing girls between the ages of 46- and 52- months participated in multiple sessions across the three phases of the study: In baseline, participants played games without voice-overs; in the original treatment phase, participants played games with embedded voice-overs; finally, in the modified treatment phase, participants first played games with embedded voice-overs, then engaged in the researcher-led conversation. All sessions across the three phases concluded with ToM assessments: two measures based on a continuous scale. The first measure included three tasks targeting earlier-developing ToM skills (diverse desires, diverse beliefs, and knowledge access), and the other measure had two tasks that assessed a later-developing ToM competency, false belief understanding. Results showed that apps with ToM-embedded language improved children’s earlier-developing ToM skills (i.e., understanding that people can have different desires, beliefs, and knowledge access) in the phase where an adult-led conversation also followed voice-over-enriched app play. Apps with ToM-embedded language without a follow-up discussion were only marginally effective in promoting the earlier-emerging ToM skills. Across the conditions, apps were not effective in promoting children’s later-developing ToM skills—false belief understanding. Our findings indicate that incorporating ToM conducive language in mobile apps can promote ToM development in preschoolers, especially when supplemented by an adult-led conversation.

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Section: Discussionmentioning

confidence: 99%

Section: Educational Games and Learningmentioning

confidence: 99%

Teaching Preschoolers Theory of Mind Skills With Mobile Games

et al. 2022

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“…In contrast to scaffolding techniques which support someone else's regulatory efforts by, for example, modeling ER or providing instructions to regulate (A. S. Morris, Silk, Steinberg, Myers, & Robinson, 2007), the present studies examined whether one person can directly provide ER strategies to regulate someone else's emotions (Niven et al, 2009;Rimé, 2009;Zaki & Williams, 2013). Given the widespread use of scaffolding techniques in clinical and educational programs aimed at boosting ER efficacy (Domitrovich, Cortes, & Greenberg, 2007;Kovacs & Lopez-Duran, 2012;Rasmussen et al, 2019), our work has the potential to contribute to the development of novel interventions that leverage social relationships in more active roles during ER. Indeed, some prior work has demonstrated how social interactions can be leveraged toward enhancing engagement with online CBT-based clinical treatment programs.…”

Section: Discussionmentioning

confidence: 99%

“…The number of trials for each condition in the social and solo tasks were modified to maintain the same number of total trials as in Study 1 (54 trials): 18 neutral trials, 12 look trials, 12 count trials, and 12 reinterpret trials. We chose to include this counting condition as our baseline condition because we could control the content of the condition across social and solo tasks and across participants, and because it was a task that could be presented to participants as being a potentially helpful meditative activity during negative affective situations (Goldin & Gross, 2010; Rasmussen et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

With a little help from my friends: Selective social potentiation of emotion regulation.

Sahi

Ninova

Silvers

2021

Journal of Experimental Psychology: General

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Decades of research has pointed to emotion regulation (ER) as a critical ingredient for health, well-being, and social functioning. However, the vast majority of this research has examined ER in a social vacuum, despite the fact that in everyday life individuals frequently regulate their emotions with help from other people. The present collection of preregistered studies examined whether social help increases the efficacy of reappraisal, a widely studied ER strategy that involves changing how one thinks about emotional stimuli. In Study 1 (N ϭ 40 friend pairs), we compared the efficacy of reinterpreting the content of negative stimuli alone (solo ER) to listening to a friend reinterpret the stimuli (social ER). We found that social ER was more effective than solo ER, and that the efficacy of these strategies was correlated within individuals. In Studies 2 and 3, we replicated effects from Study 1, and additionally tested alternate explanations for our findings. In Study 2 (N ϭ 40 individuals), we failed to find evidence that social ER was more effective than solo ER due to a difference in the quality of reinterpretations, and in Study 3 (N ϭ 40 friend pairs), we found that social help did not significantly attenuate negative affect in the absence of reappraisal. In sum, we found that social help selectively potentiates the efficacy of reappraisal, and that this effect was not merely the outcome of social buffering. Together, these results provide insight into how social relationships can directly lend a hand in implementing ER strategies.

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“…Technology also has the potential to support young children’s selection and employment of adaptive ER strategies. For example, preschoolers’ exposure to the Daniel Tiger cartoon and mobile app was found to increase emotion knowledge and ER strategy use one month later (Rasmussen et al, 2018). While many technology-based interventions lack sufficient empirical support to be considered evidence-based practice, technology is a promising avenue that could provide an alternative means of universal support.…”

Section: Parent and Teacher Strategies To Promote Er In Early Childhoodmentioning

confidence: 99%

Emotion regulation in early childhood: Implications for socioemotional and academic components of school readiness.

Harrington

Trevino

López

et al. 2020

Emotion

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In this article, we conduct a selective review of the literature on emotion regulation in early childhood (e.g., preschool, generally defined as ages 3–5) in regard to school readiness. Emotion regulation (ER), the process of modulating emotional arousal and expression, plays a key role in a child’s ability to adapt to novel demands of school environments. This, in turn, has significant implications for both the socioemotional and academic components of a child’s readiness to enter kindergarten. We begin our article with a brief review of the ER construct at this developmental stage, then review research on the impact of ER on both components of school readiness during the preschool and early elementary school years. We then discuss strategies for teachers and parents to promote ER strategy use in young children, and end with challenges regarding operationalization at this age and directions for future research.

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Promoting Preschoolers’ Emotional Competence Through Prosocial TV and Mobile App Use

Cited by 37 publications

References 70 publications

Teaching Preschoolers Theory of Mind Skills With Mobile Games

Teaching Preschoolers Theory of Mind Skills With Mobile Games

With a little help from my friends: Selective social potentiation of emotion regulation.

Emotion regulation in early childhood: Implications for socioemotional and academic components of school readiness.

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