The Relation of Children's Everyday Nonsocial Peer Play Behavior to Their Emotionality, Regulation, and Social Functioning.

Spinrad, Tracy L.; Eisenberg, Nancy; Harris, Elizabeth; Hanish, Laura D.; Fabes, Richard A.; Kupanoff, Kristina; Ringwald, Staci; Holmes, Julie A.

doi:10.1037/0012-1649.40.1.67

Cited by 129 publications

(104 citation statements)

References 53 publications

(99 reference statements)

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“…Children, who exhibited early withdrawn and socially reticent behavior, demonstrated less adaptive emotional regulation and affective engagement in the classroom at the end of the year. This replicates findings from previous research indicating that socially inhibited behavior problems are inversely related to adaptive self-regulation skills and engagement with peers (Bulotsky-Shearer & Fantuzzo, 2004;Eisenberg, Shepard, Fabes, Murphy, & Guthrie, 1998;Rubin, Cheah, & Fox, 2001;Spinrad et al, 2004). Shields and Cicchetti (1997) suggest that withdrawn children may lack foundational skills such as flexibility, emotional understanding, and communication skills that underlie regulatory difficulties.…”

Section: Emotion Regulationsupporting

confidence: 78%

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

Fantuzzo

Bulotsky‐Shearer

Fusco

et al. 2005

Early Childhood Research Quarterly

111

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The study examined the unique relationship between multiple dimensions of classroom behavioral adjustment problems and salient social-emotional competencies for urban Head Start children. These relationships were investigated using a hierarchical model that controlled for the variance in social-emotional outcomes attributed to age, gender, and verbal ability. Classroom behavioral adjustment problems were assessed early in the year by the Adjustment Scales for Preschool Intervention (ASPI) across multiple, routine preschool classroom situations. Outcomes assessed at the end of the year included emotion regulation, peer play in the home and neighborhood context, and approaches to learning. Socially negative behavior in the classroom predicted emotional lability, maladaptive learning behaviors, and disruptive social play in the home at the end of the year. Withdrawn behavior uniquely predicted lower affective engagement in the classroom and disconnection from peers in the home context. Findings provide predictive validity for the ASPI. Implications for policy, practice and future research are discussed.

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Section: Emotion Regulationsupporting

confidence: 78%

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

Fantuzzo

Bulotsky‐Shearer

Fusco

et al. 2005

Early Childhood Research Quarterly

111

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“…Parents' behavioral strategies have been related to the development of good vs. poor self-regulation skills in young children (e.g., Olson et al 2009;Spinrad et al 2004). In this paper we focus on one key dimension of parenting risk, use of harsh disciplinary practices.…”

Section: Early Socialization Experiencesmentioning

confidence: 99%

Inhibitory Control and Harsh Discipline as Predictors of Externalizing Problems in Young Children: A Comparative Study of U.S., Chinese, and Japanese Preschoolers

Olson

Tardif

Miller

et al. 2011

J Abnorm Child Psychol

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We examined associations between child inhibitory control, harsh parental discipline and externalizing problems in 120 4 year-old boys and girls in the US, China, and Japan. Individual differences in children's inhibitory control abilities, assessed using behavioral tasks and maternal ratings, were related to child externalizing problems reported by mothers. As predicted, both child inhibitory control and maternal harsh discipline made significant contributions to child externalizing problems in all three countries. Across countries, child inhibitory control and maternal harsh discipline made significant independent contributions to early externalizing problems, suggesting an additive model of association. Our findings supported the cross-cultural generalizability of child inhibitory control and parental harsh punishment as key contributors to disruptive behavior in young children.

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“…In addition to dispositions, children more skillful in verbal, nonverbal, and emotional decoding are more able to communicate with peers and caregivers (Dunn, 2004 ;Spinrad et al, 2004 ). Communicative skills may interact with dispositions; for example, in one study, shy preschool -aged children who had larger expressive vocabularies seemed to have more confi dence in their interactions with peers than shy children with smaller expressive vocabularies (Coplan & Armer, 2005 ).…”

Section: Dispositions and C Ommunicative A Bilitymentioning

confidence: 99%

Children's Social Development within the Socialization Context of Child Care and Early Childhood Education

Howes

2010

The Wiley‐Blackwell Handbook of Childhood Social Development

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For many children, experiences within formal or informal child care, nursery school, preschool, or another form of early childhood education (CC/ECE) 1 are signifi cant for their social development because these programs are the context for interactions and relationships with nonrelative adults and peers. Social trends and some new reports of research released since the fi rst edition of this handbook highlight the importance of these socializing contexts. Over the past several decades, the proportion of nonmajority children in the United States and Europe has been increasing. As a result, large numbers of immigrant children and children whose racial and language heritage cultures are other -thanWhite and English are enrolled in CC/ECE programs. This demographic shift means that children and their adult caregivers and teachers are interacting and forming relationships with persons who come from communities with different patterns of interaction and engagement than their own. A landmark review paper by Johnson and colleagues (2003) called attention to experiences of children of color in CC/ECE. For these children, moving between home and CC/ECE requires adaptive social skills not only because of differences in social style but also because of unconscious bias and racism. The authors argued that research attention is needed to understand the infl uences of CC/ECE as a socialization experience for these children, and we speculate that children ' s social development is facilitated by caregiving adults who are sensitive to the children ' s transitions between socialization environments.A second social trend is in the number of CC/ECE programs that are oriented toward preacademic learning, preparing children for schooling that is increasingly driven by issues

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The Relation of Children's Everyday Nonsocial Peer Play Behavior to Their Emotionality, Regulation, and Social Functioning.

Cited by 129 publications

References 53 publications

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

Inhibitory Control and Harsh Discipline as Predictors of Externalizing Problems in Young Children: A Comparative Study of U.S., Chinese, and Japanese Preschoolers

Children's Social Development within the Socialization Context of Child Care and Early Childhood Education

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