The relations between maternal mental state talk and preschoolers’ behavioral adaptation and school readiness: moderation by emotion situation knowledge

Garner, Pamela W.; Toney, Tamera

doi:10.1111/sode.12477

Cited by 3 publications

(1 citation statement)

References 107 publications

(121 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Emotion recognition is the capacity to recognize and label emotional expressions in the self and others. As the more advanced form of emotion understanding, emotion situation knowledge represents the ability to access content scripts for how to respond to emotion‐eliciting situations (Channell & Barth, 2013) and is the robust predictor of preschool outcomes (Fine et al, 2003; Gal‐Szabo et al, 2019; Garner & Toney, 2021; Garner et al, 1994). Preschoolers high in emotion situation knowledge have a tendency to elicit affirming teacher emotions and to have positive teacher–child relationships.…”

Section: Emotion Understanding Teacher–child Relationships and Racementioning

confidence: 99%

The effects of teacher–child racial congruence, child race, and emotion situation knowledge on teacher–child relationships and school readiness

Garner

Shadur

Toney

2021

Psychology in the Schools

Self Cite

View full text Add to dashboard Cite

We examined whether teacher–child racial congruence and child race moderated the association between children's emotion situation knowledge and the dimensions of teacher–child relationship quality (i.e., closeness, conflict, and dependency). We also investigated these dimensions as mediators linking emotion situation knowledge and later school readiness. Participants were 303 White and African American preschoolers and their teachers who were also racially diverse. For White preschoolers, teacher–child closeness was more likely and teacher–child conflict and dependency were less likely when their teachers matched them in race. For African American children, teacher–child conflict and dependency were more likely when their teachers matched them in race. Emotion situation knowledge and teacher–child closeness were positively related to later school readiness. Findings are discussed in the context of recommendations for policies and practices encouraging culturally responsive, equitable, and positive social–emotional instructional approaches that motivate, support, and sustain positive teacher–child relationships in early childhood classrooms.

show abstract