The associations of emotion knowledge and teacher–child relationships to preschool children's school-related developmental competence

Garner, Pamela W.; Waajid, Badiyyah

doi:10.1016/j.appdev.2007.12.001

Cited by 151 publications

(137 citation statements)

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“…Head Start preschoolers' emotion knowledge predicts later classroom adjustment, even with age, verbal ability, emotional lability, and emotion regulation held constant (Shields et al 2001). Emotion knowledge is also related to preschoolers' pre-academic achievement (Denham et al in press;Garner and Waajid 2008;Leerkes et al 2008). Similarly, 5-year-olds' emotion knowledge predicted age 9 social and academic competence (Izard et al 2001).…”

Section: Emotion Knowledgementioning

confidence: 91%

“…Use of reflective supervision could also aid teachers in giving them access to emotion vocabulary, and increasing their ease in discussing feelings (Emde 2009;Gilkerson 2004). Further teacher training could focus on ways of helping teachers to value teacherchild emotion conversations, and sustain such interchanges about emotions in classroom activities and dialogues about ongoing classroom interactions.…”

Section: Teacher Socialization Of Emotion: Teaching About Emotionsmentioning

confidence: 97%

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Early Childhood Teachers as Socializers of Young Children’s Emotional Competence

Denham

Bassett

Zinsser

2012

Early Childhood Educ J

309

185

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Young children's emotional competenceregulation of emotional expressiveness and experience when necessary, and knowledge of their own and other's emotions-is crucial for social and academic (i.e., school) success. Thus, it is important to understand the mechanisms of how young children develop emotional competence. Both parents and teachers are considered as important socializers of emotion, providing children experiences that promote or deter the development of emotional competence. However, compared to parents, early childhood teachers' roles in socializing young children's emotional competence have not been examined. Based on the findings from research on parental socialization of emotion, in this theoretical review we explore possible teacher roles in the development of young children's emotional competence. Additionally, we suggest future research focusing on early childhood teacher socialization of emotion, and discuss theoretical and practical benefits of such research.

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Section: Emotion Knowledgementioning

confidence: 91%

Section: Teacher Socialization Of Emotion: Teaching About Emotionsmentioning

confidence: 97%

Early Childhood Teachers as Socializers of Young Children’s Emotional Competence

Denham

Bassett

Zinsser

2012

Early Childhood Educ J

309

185

View full text Add to dashboard Cite

show abstract

“…Children that are more successful at understanding emotional cues are more likely to develop appropriate social skills and prosocial responses to peers and to form positive interpersonal relationships that foster adaptation to social situations (de Rosnay, Harris, & Pons, 2008;Harris, 2006). For example, preschoolers' ability to recognize and understand others' emotions has been linked to their social competence (Trentacosta & Fine, 2010); peer acceptance, popularity and leadership (Harris, 2008); diminished aggressive behaviors (Denham et al, 2002); fewer externalizing and internalizing problems (Trentacosta & Fine, 2010); school readiness and early academic competences (Denham et al, 2012;Garner & Waajid, 2008;Leerkes, Paradise, O'Brien, Calkins, & Lange, 2008). Even though children's understanding of emotion improves with age, early individual differences in the overall level of such understanding persist across development (Pons & Harris, 2005).…”

mentioning

confidence: 99%

Emotion understanding in preschool children

Martins

Osório

Veríssimo³

et al. 2014

International Journal of Behavioral Development

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This investigation was aimed at studying the relations between executive functions (EFs) and categorical emotion understanding while controlling for preschoolers' IQ, language ability and theory of mind (ToM). Specifically, we wanted to analyse the association between emotion understanding and set shifting, due to the lack of studies with this EF. Data of 75 children aged 4½ years (52% boys) was collected in two laboratory visits. Emotion understanding was assessed using the Emotion Recognition Questionnaire, inhibitory control using the Head-Toes-Knees-Shoulders task and set shifting using a version of the Dimensional Change Card Sort task. IQ was evaluated using the WPPSI-R, language using the Peabody Picture Vocabulary Test -Revised; and ToM using six standardized tasks. Set shifting, but not inhibitory control, predicted emotion understanding, over and above mothers' age, and children's IQ, language ability, and ToM. Mothers' age and children's language ability were also significant predictors in the final regression model. Results suggest that the capacity to shift mental sets is linked with inter-individual differences in children's understanding of situational causes of emotion. Therefore studying EFs as correlates of emotion understanding is an important focus of future research.

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“…Pesquisas recentes apontam que um maior CE relaciona-se positivamente com competência de regular as emoções (Morgan e cols., 2009;Trentacosta & Izard, 2007), habilidades sociais (Schultz, Izard, Ackerman & Youngstrom, 2001), controle inibitório (Morgan e cols., 2009) e desempenho escolar (Bennett, Bendersky, & Lewis, 2005;Garner & Waajid, 2008;Trentacosta & Izard, 2007); o CE também correlaciona-se negativamente com níveis de agressividade (Denham e cols., 2002;Schultz, Izard & Bear, 2004), interações negativas entre pares (Morgan e cols., 2009) e problemas de comportamento (Alonso-Alberca, Vergara, Fernandez-Berrocal, Johnson, & Izard, 2012;Morgan e cols., 2009).…”

Section: Introductionunclassified

Adaptação transcultural do Teste de Conhecimento Emocional: avaliação neuropsicológica das emoções

et al. 2014

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ResumoAs emoções desempenham um papel central nas relações das crianças e déficits na compreensão de emoções têm sido associados a diversos transtornos neuropsiquiátricos na infância. Entretanto, verifica-se uma escassez de instrumentos psicológicos disponíveis no Brasil que avaliem esta habilidade. O presente estudo teve por objetivo adaptar transculturalmente o Teste de Conhecimento Emocional (EMT). O instrumento original foi traduzido por uma equipe de pesquisadores bilíngues e posteriormente retraduzido para o inglês. As versões preliminares foram julgadas pelos autores do instrumento e por juízes brasileiros especialistas. A versão final foi aplicada em uma amostra de 50 crianças entre três e seis anos de idade e respondida por nove juízes de três estados brasileiros. Os resultados mostram uma boa equivalência semântica, além de bons níveis de concordância quanto às respostas (κ= 0,88, Z=95,2, p<0,001). A versão final do EMT mostrou-se adequada e satisfatória. Palavra-chave: Emoção; Crianças; Testes neuropsicológicos. Transcultural adaptation of the Emotion Matching Task: an emotion neuropsychological assessment AbstractEmotions play a central role in children's relationships. Deficits in emotional understanding have been associated with several neuropsychiatric disorders. In Brazil, however, few psychological instruments are available to assess young children's emotional development. The objective of the present study was to make a transcultural adaptation of the Emotion Matching Task (EMT). The EMT was translated and adapted by a team of bilingual researches and then back-translated to English. The preliminary versions were assessed by EMT's authors and by Brazilians specialized judges. The final version was applied in a sample of 50 children between three and six years of age and answered by nine judges in three Brazilian states. The results indicate good semantic equivalence and good agreement with the answers provided (κ= 0.88, Z=95.2, p<0.001). The final version of the EMT was considered appropriate and satisfactory. Keywords: Emotion; Child; Neuropsychological Test. Adaptación transcultural del Test de Conocimiento Emocional: evaluación neuropsicológica de las emociones ResumenLas emociones desempeñan un papel central en las relaciones y déficits en la comprensión de emociones ha sido asociado a diversos trastornos neurológicos y psiquiátricos en la infancia. Sin embargo, se verifica que en Brasil existen pocos instrumentos que evalúen esta habilidad. Este estudio tiene como objetivo adaptar transculturalmente el Test de Conocimiento Emocional (EMT). El instrumento original fue traducido al portugués por un equipo de investigadores bilingues y, posteriormente, retraducido al inglés. Las versiones preliminares fueron juzgadas por los autores del instrumento y por jueces brasileros especialistas. La versión final fue aplicada a una muestra de 50 niños entre tres y seis años de edad y respondida por nueve jueces de tres estados brasileros. Los resultados muestran una buena equivalencia semántica, además...

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The associations of emotion knowledge and teacher–child relationships to preschool children's school-related developmental competence

Cited by 151 publications

References 76 publications

Early Childhood Teachers as Socializers of Young Children’s Emotional Competence

Early Childhood Teachers as Socializers of Young Children’s Emotional Competence

Emotion understanding in preschool children

Adaptação transcultural do Teste de Conhecimento Emocional: avaliação neuropsicológica das emoções

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