Resilience Coping in Preschool Children: The Role of Emotional Ability, Age, and Gender

Abstract

Background: In the process of children’s physical and mental development, emotional ability is an important part of their cognitive and social ability. Resilience in the face of difficulties or setbacks and other adversity will also produce differences in adaptability, thus affecting physical and mental development. Objectives: This study aimed to measure the effect of children’s emotional ability on resilience and to provide an in-depth analysis based on age and gender differences. Methodology: A total of 300 preschool children aged 3–6 years old in kindergartens of China were randomly selected as the research subjects. Through a combination of experiments and questionnaires, the emotional ability and resilience of children were measured, and differences were analyzed according to the actual situation, using age and gender. Results: Children of different ages have significant differences in the dimensions and total scores of emotional ability and resilience, but only some of the resilience dimensions have significant gender differences. Moreover, the emotional ability has a significant positive effect on resilience. Discussions: The results confirm the influence of children’s emotional ability on resilience, but the research hypothesis has not been fully verified. Limitations: This study has the limitations of a single measurement method and a more effective research tool.

Evaluating the agreement between children and their parents on dental pain in children using the self‐reported method

“…A lower agreement level was observed when evaluating 6‐year‐old children. This result may be related to child development, rapidly developing self‐concept, emotion regulation skills, and a lower degree of dependence on parents 30 . Another possible explanation is that at 6 years old, many children attend schools and have reduced time spent with their parents.…”

“…This result may be related to child development, rapidly developing self-concept, emotion regulation skills, and a lower degree of dependence on parents. 30 Another possible explanation is that at 6 years old, many children attend schools and have reduced time spent with their parents. This may lead to parents having fewer opportunities to observe their child or being less aware of their child's symptoms, and this causes a reduction in agreement with the child's report.…”

Afrontamiento y Estrés en Preescolares: El Papel de la Edad y el Sexo

“…), esto concuerda con los estudios realizados en escolares por Morales et al (2017) y Lucio et al (2015, una explicación a esto puede estar relacionada con el hecho de que culturalmente a los niños se les permite más la expresión de conductas disruptivas, en comparación con las niñas. Lo anterior no sólo coincide con los estudios en la etapa escolar, sino también preescolar en diferentes países, donde son los niños quienes tienden a responder al estrés con estrategias de afrontamiento donde se ve implicada la conducta agresiva (Chen et al, 2021;Skinner & Saxton, 2019).…”

“…En cuanto a la edad se muestra que los niños de cuatro años utilizan más el Afrontamiento Emocional, Disfuncional y Evitación, en el factor funcional no se encontraron diferencias significativas, al respecto Kiernan et al (2017) refieren que, a los 4 años, los niños tienen un repertorio de estrategias de afrontamiento tanto positivas como negativas y que estas estrategias están asociadas a una mayor o peor adaptación, respectivamente. Se ha visto que conforme incrementa la edad se tienen más recursos para afrontar el estrés, y son las niñas quienes tienen un desarrollo más temprano (Chen et al, 2021). Teniendo esto en cuenta, el enfoque de las intervenciones para este grupo de edad puede ir dirigido a promover en los niños una mayor gama de estrategias de afrontamiento positivas y ayudar a los niños a desaprender las estrategias de afrontamiento negativas.…”

“…Al mismo tiempo, hubo diferencias significativas en cuanto al sexo en la conducta agresiva, los niños fueron más negativos que las niñas en la regulación emocional. Sin embargo, no se encontró una interacción significativa entre edad y sexo (Chen et al, 2021).…”