The impact of <i>begin to</i> ECSEL on children’s self-regulation, executive functions and learning

Housman, Donna K.; Cabral, Howard; Aniskovich, Katsiaryna; Denham, Susanne A.

doi:10.1080/03004430.2022.2071869

Cited by 5 publications

(2 citation statements)

References 32 publications

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“…However, distracting a child by offering a new toy after one breaks may mitigate the distress in the moment; such actions may prevent emotion processing. From that perspective, distraction as a socialization technique may limit the opportunity for emotion identification and labeling, which is a central component of emotion understanding and later adaptive emotional development [ 47 ]. Distraction may also communicate to the child that the caregiver is not emotionally available to their distress and that they should redirect their attention away from the distress and onto another object rather than toward their caregiver for help [ 12 ].…”

Section: Discussionmentioning

confidence: 99%

Parents’ emotion socialization behaviors in response to preschool-aged children’s justified and unjustified negative emotions

et al. 2023

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Parental socialization of children’s negative emotions is believed to contribute to children’s emotional development, with supportive, process-oriented responses (e.g., explicit acknowledgment of emotional expression and emotion processing) providing opportunities for children to experience and develop adaptive emotion regulation strategies for negative emotions. On the other hand, non-supportive, outcome-oriented responses (e.g., minimizing or punishing children for negative emotional expressions) tend to undermine such opportunities. Less clear, however, is the degree to which parents’ own emotional and cognitive processes influence their emotion socialization behaviors. In particular, the perceived justifiability of children’s negative emotions may be an important factor for parents’ socialization behaviors as parents may only attend to emotional displays that they feel are reasonable. Using a sample of 234 mothers and fathers (parents of 146 unique preschool aged children), we examined the degree to which parents reported: (1) feeling specific emotions as a function of whether they viewed children’s negative emotional expressions; (2) engaging in emotion socialization behaviors as a function of whether they viewed children’s negative emotions. Last, we examined whether parents’ reported emotions were related to their behaviors. For caregivers’ emotions and behaviors, we examined whether patterns differed as a function of whether the children’s emotions were perceived as justified or unjustified. Parents were more likely to report feeling emotions such as anger and frustration when they viewed children’s negative emotions as unjustified relative to justified, and for these unjustified negative emotions, anger and frustration were related to more outcome-oriented behaviors. Emotions such as sadness and guilt, however, were related to more process-oriented behaviors, regardless of whether parents felt children’s negative emotions were justified or unjustified. Findings highlight the interrelatedness of emotional and cognitive processes within the parenting context and their potential influence on emotion socialization behaviors.

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Section: Discussionmentioning

confidence: 99%

Parents’ emotion socialization behaviors in response to preschool-aged children’s justified and unjustified negative emotions

et al. 2023

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“…It is then recognized that future orientation could have various developmental implications. But less is known about the development of these assets in primary school children although literature suggests that this period of life is central in the development of executive processes such as anticipating future events and consequences of current actions, understanding the others' behavior and dealing effectively with social problem solving (Zelazo et al, 2003;Housman, Cabral, Aniskovich, & Denham, 2022) and, additionally, that these skills are particularly relevant later during adolescence (Moffitt, et al, 2011). Considering its relevance in designing positive future selves, identifying the role of social-emotional experience and determinants would be essential to promoting positive outcomes and to better inform educators in terms of how to mobilize efforts to support healthy student developments.…”

Section: The Meaning and Role Of Future Orientationmentioning

confidence: 99%

Social-Emotional Competences, Positive Experience at School and Future Orientation: Development and Relationships in Primary School Children

2022

Psychology Applications &Amp; Developments VIII

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Studies on Social-Emotional Learning (SEL) have shown the benefits of acquiring these competencies on academic performance and current wellbeing and life success. The chapter aims to deepen the understanding on how these developmental assets may vary in primary school children together with the relationship of these patterns with positive experience at school. Additionally, studies on future time perspective show the relevance and impact of a positive orientation towards future throughout adolescence. A second study question will investigate what the possible role of Social-Emotional Competences (SECs) on attitudes and expectations towards future in primary school children. One hundred and fifty-four, 8 to 11 years old, primary school students participated in the study. Specific patterns seem to characterize younger and older primary school students. Specific relationships and patterns of association emerge between main dimensions of Social-Emotional Competences, Positive Experiences and belonging at school, and Future Orientation. The need to address these issues and dimensions early in primary school emerge, to identify vulnerable patterns and promote educational and prevention actions.

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Assessment of emotion knowledge in a bilingual context and its relationship with adaptive behavior in early childhood education

Alonso-Alberca,

Vergara

2024

Revista de Psicodidáctica (English ed.)

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The impact of begin to ECSEL on children’s self-regulation, executive functions and learning

Cited by 5 publications

References 32 publications

Parents’ emotion socialization behaviors in response to preschool-aged children’s justified and unjustified negative emotions

Parents’ emotion socialization behaviors in response to preschool-aged children’s justified and unjustified negative emotions

Social-Emotional Competences, Positive Experience at School and Future Orientation: Development and Relationships in Primary School Children

Assessment of emotion knowledge in a bilingual context and its relationship with adaptive behavior in early childhood education

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