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Becky L. Spritz Elisabeth Hollister Sandberg Edward Maher Ruth T. Zajdel 《Early education and development》2013,24(4):495-516
Research Findings: Fostering the social competence of at-risk preschoolers would be facilitated by knowing which of children's emotion skills are most salient to social outcomes. We examined the emotion skills and social competence of 44 children enrolled in a Head Start program. Emotion skills were examined in terms of children's emotional lability and emotion regulation, whereas social competence was measured in terms of three aspects of preschoolers' social relationships: social skills, student–teacher relationships, and peer likeability. Although emotion regulation emerged as an important predictor for social skills and positive relationships with teachers, emotional lability was a significant predictor of student–teacher conflict and peer likeability. In fact, emotional lability mediated the relation between student–teacher conflict and peer likeability. Practice or Policy: The findings are discussed in terms of the complex associations between children's emotion skills and early social relationships. 相似文献
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Research findings. Naturalistic observation during freeplay was used to explore the role of affective expression and gender in preschoolers' social competence and sociometric status. Observers recorded occurrences of 4 types of affect: moderate and strong positive affect, anger, and distress among 56 children (M age = 50.3 months) in five classrooms. Teacher ratings of social competence and peer sociometrics were also collected. Social competence and peer acceptance were associated with strong, but not moderate positive affect. The correlates of anger and distress were moderated by the gender of the child. Girls' anger, but not distress, was negatively related to peer rejection. In contrast, boys' anger and distress were both positively related to peer rejection. Practice. These findings confirm the relations between affective expression and social competence, but also indicate that these relations may be different for boys and girls. 相似文献
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《Early education and development》2013,24(1):109-122
Research findings. Naturalistic observation during freeplay was used to explore the role of affective expression and gender in preschoolers' social competence and sociometric status. Observers recorded occurrences of 4 types of affect: moderate and strong positive affect, anger, and distress among 56 children (M age = 50.3 months) in five classrooms. Teacher ratings of social competence and peer sociometrics were also collected. Social competence and peer acceptance were associated with strong, but not moderate positive affect. The correlates of anger and distress were moderated by the gender of the child. Girls' anger, but not distress, was negatively related to peer rejection. In contrast, boys' anger and distress were both positively related to peer rejection. Practice. These findings confirm the relations between affective expression and social competence, but also indicate that these relations may be different for boys and girls. 相似文献
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Parental coping with children's negative emotions: relations with children's emotional and social responding 总被引：2，自引：0，他引：2
This study examined the relation between parents' reactions to children's negative emotions and social competence. Additionally, the role of parental emotional distress in children's emotional socialization was examined. The emotional reactions of 57 preschoolers (33 girls, 24 boys; M age = 59.2 months) were observed during their free-play interactions. Parents (mostly mothers) completed questionnaires about their reactions to children's negative emotions. An index of children's social competence was obtained from teachers. Results indicated that the relation between harsh parental coping strategies and children's emotional responding was moderated by parental distress. In addition, the relation of the interaction of parental coping and distress to children's social competence was mediated by children's level of emotional intensity. It was concluded that distressed parents who use harsh coping strategies in response to children's negative emotions have children who express emotion in relatively intense ways. In turn, these children find it relatively difficult to behave in a socially competent manner. 相似文献
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Integrating principles of differential emotions theory and social information-processing theory, this study examined a model of emotional, cognitive, and behavioral predictors of peer acceptance in a sample of 201 early elementary school-age children (mean age = 7 years, 5 months). A path analytic model showed that social skills mediated the effect of emotion knowledge on both same- and opposite-sex social preference, but social skills and verbal ability were more strongly related to opposite-sex peer acceptance. These findings suggest that adaptive social skills constitute a mechanism through which children express their emotion knowledge and achieve peer acceptance. Results also supported findings of previous studies that showed that emotion knowledge mediated the effect of verbal ability on social skills. Findings from the present study have specific implications for emotion-centered prevention programs that aim to improve children's socioemotional competence and enhance the likelihood of peer acceptance. 相似文献
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Julie C. Dunsmore Ryoichi J. P. Noguchi Pamela W. Garner Elizabeth C. Casey Naureen Bhullar 《Early education and development》2008,19(2):211-237
Research Findings: We examined whether affective social competence, or the ability to effectively send and receive emotional signals and to manage one's own emotional experience, contributes to preschool children's peer relations. Forty-two previously unacquainted preschoolers were observed while participating in a week-long playschool. Greater nonstereotypical emotion knowledge was related to girls' popularity and boys' likelihood of having a reciprocal friendship. Girls with greater skill at sending emotional communications and managing emotions were more likely to have a reciprocal friendship. Boys who were better at managing emotions compared to others in their group were less popular. The role of social context in the influence of affective social competence on children's peer relations is discussed. Practice or Policy: Results have implications for early childhood educators' promotion of children's socioemotional skills. 相似文献
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Social and Emotional Competence in Children of Depressed Mothers 总被引：3，自引：0，他引：3
Sherryl H. Goodman Donna Brogan Mary Ellen Lynch Brooke Fielding 《Child development》1993,64(2):516-531
The relations between maternal unipolar major depression and children's self-concept, self-control, and peer relationships were studied in a middle-class, predominantly white sample of 96 families. Each family included a target child between the ages of 5 and 10. Depressed mothers varied on whether or not the child's father also had a psychiatric disorder. Well mothers all had spouses with no psychiatric disorders. Analyses controlled for marital status, age, and sex of child. Children completed measures of self-concept and peer relations skills; teachers completed measures of self-control and a rating of popularity with peers. Results supported the multiple risk factor model in that fathers' psychiatric status and parents' marital status explained much of the variability in children's social and emotional competence. Maternal depression alone, in the context of a well husband/father, was only related to children having been rated by their teachers as less popular. Results are discussed in terms of possible mechanisms by which maternal depression may interact with paternal psychopathology and divorce in relation to children's social and emotional competence. The findings may further indicate that older children are more vulnerable to these multiple risk factors than younger children. 相似文献
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Julie C. Dunsmore Ryoichi J. P. Noguchi Pamela W. Garner Elizabeth C. Casey Naureen Bhullar 《Early education and development》2013,24(2):211-237
Research Findings: We examined whether affective social competence, or the ability to effectively send and receive emotional signals and to manage one's own emotional experience, contributes to preschool children's peer relations. Forty-two previously unacquainted preschoolers were observed while participating in a week-long playschool. Greater nonstereotypical emotion knowledge was related to girls' popularity and boys' likelihood of having a reciprocal friendship. Girls with greater skill at sending emotional communications and managing emotions were more likely to have a reciprocal friendship. Boys who were better at managing emotions compared to others in their group were less popular. The role of social context in the influence of affective social competence on children's peer relations is discussed. Practice or Policy: Results have implications for early childhood educators' promotion of children's socioemotional skills. 相似文献
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Teachers in toddler classrooms are important agents of emotion socialization. The current study examined teachers’ use of emotion minimizing language in toddler classrooms and toddlers’ social emotional competence. Teachers’ emotion minimizing language is described as language that purposefully distances them from a child’s emotions and discourages children’s expression of their emotions. Research Findings: Results indicate a negative relationship between teachers’ emotion minimizing language and toddlers’ social emotional competence when program quality, child age, and child gender are controlled. Practice or Policy: Implications relevant to teacher preparation programs and professional development are discussed, with a primary focus on the methods by which teachers are trained to use language to respond to young children’s emotions. 相似文献
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Mothers' Social Coaching, Mother-Child Relationship Style, and Children's Peer Competence: Is the Medium the Message? 总被引：3，自引：0，他引：3
Contributions of mothers' social coaching and responsive style to preschoolers' peer competence were evaluated in 2 studies. In Study 1, 43 mother-child dyads participated in 3 laboratory tasks; videotapes were coded for responsive interaction style in play, advice regarding videotaped peer dilemmas (coaching), and nonsocial teaching in a puzzle task. Coaching and style were largely independent and were correlated with measures of social competence. In Study 2 ( n = 62), coaching and style uniquely predicted teacher ratings, but only style predicted peer acceptance. To investigate whether coaching mediated the effects of style and/or whether style moderated the effects of coaching, the samples were combined. No evidence was found for mediation, but coaching was a more powerful predictor of lower levels of boys' aggression when the mother-child relationship was less responsive. Discussion focuses on models of socialization that stress the interplay of general style and specific socialization practices in promoting social competence. 相似文献
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Susanne A. Denham Hideko H. Bassett Katherine Zinsser 《Early Childhood Education Journal》2012,40(3):137-143
Young children’s emotional competence—regulation 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. 相似文献
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Early Behavioral Inhibition and Emotion Regulation: Pathways Toward Social Competence in Middle Childhood 
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下载免费PDF全文 Elizabeth C. Penela Olga L. Walker Kathryn A. Degnan Nathan A. Fox Heather A. Henderson 《Child development》2015,86(4):1227-1240
This study examined emotion regulation (ER) as a mediator in the relation between early behavioral inhibition (BI) and later social competence (N = 257), and whether this mediation varied depending on BI levels. Maternal report and observational measures were used to assess BI (ages 2 and 3). Children's ER strategies (age 5) and social competence with an unfamiliar peer (age 7) were measured using observational measures. Results showed that BI predicted less engaged ER strategies during a disappointment task, and engaged ER predicted higher social competence. Engaged ER mediated the effect of BI on social competence, but only for highly inhibited children. Findings elucidate developmental trajectories of risk and resilience, and suggest targeting regulatory strategies in early prevention efforts with highly inhibited children. 相似文献
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侯超 《黑龙江教育学院学报》2007,26(2):74-76
情绪表达规则是儿童情绪社会化的结果,用以指导特定社会情境下表现社会期望情绪的一套规则,包括最大化规则、最小化规则、面具规则和替代规则四种类型。儿童情绪表达规则的认知发展存在显著的性别和年龄差异,并受家庭情绪环境的显著影响,与儿童的社会能力有显著的正相关。 相似文献
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Most prior studies of family-peer linkages during the preschool years have asked how mothers' or fathers' parenting practices contribute to early social competence. However, recent evidence from studies of family group-level processes raise the possibility that coparenting and family group process may also influence early social competence. This study traces pathways between family group-level dynamics, preschoolers' family imagery, and peer behavior at nursery school, testing the hypothesis that children's perceptions of family anger and aggression provide a link (through mediation and other indirect connections) between family process and early peer behavior. 43 four-year-olds used a set of doll family figures to tell stories about happy, sad, mad and worried families, and participated in a puppet interview in which they answered questions about family activities and family anger. Children's projection of aggression into the doll family task and discomfort during the puppet interview were each related to both parent-child and family-level dynamics. Family-level variables were also associated with observed social behavior at preschool, with effects strongest for boys. Pathways linking low levels of support and mutuality in the coparenting relationship to problematic peer relationships were indirect and mediated rather than direct, with children's family representations playing an intermediary role. By contrast, there was a direct pathway linking the family's affective climate to positive peer behavior; children from families showing warm, positive relations among all family members displayed more positive and prosocial peer behavior at school. We propose that studies of early peer competence could benefit from a broadened definition of family process and from the inclusion of information about how preschoolers conceive of relationship dynamics within the family. 相似文献
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Maureen Smith 《Early education and development》2001,12(1):49-72
This study explored the relation between measures of emotional competence, behavioral regulation, and general social competence and African-American preschoolers' peer acceptance and popularity. These children came from both lower and middle income families. Data were collected in a short-term longitudinal study following children over the course of a school year. Gender, emotion knowledge, emotion regulation, and themes of violence in response to hypothetical situations of interpersonal conflict were strongly related to peer acceptance. The results are consistent with findings from middle-class Caucasian samples. The results also highlight the importance of potential influences of context and setting on children's peer status as well as the need for greater understanding of within- group variability with regard to these constructs. Given the growing evidence that peer relationships are related in important ways to children's school adjustment, understanding the development of positive peer relationships may help shed light on ways to help children achieve at more optimal levels in the school context. 相似文献
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C. Cybele Raver Erika K. Blackburn Mary Bancroft Nancy Torp 《Early education and development》1999,10(3):333-350
Relations between children's emotional self-regulation, attentional control, and peer social competence (as reported by both teachers and peers) were examined for 51 low-income, preschool-aged children enrolled in Head Start. Using a short delay-of-gratification task administered at Head Start sites, children's use of self- distraction was found to be positively associated with their success in handling the delay, replicating previous, laboratory-based research. Contrary to our expectations, children's use of self-distraction was found to be unrelated to their attentional control, as assessed during a computer task. Hierarchical regression analyses revealed that children's use of self-distraction predicted significant variance in both peer- and teacher-reports of childrem's competence with peers, even after children's attentional control was statistically taken into account. These findings are discussed in light of current models of reactivity and regulation in predicting young children's social behavior, as well as in the context of early intervention efforts for children facing socioeconomic risk. 相似文献
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Income Level, Gender, Ethnicity, and Household Composition as Predictors of Children''s School-based Competence 总被引：5，自引：0，他引：5
In the United States, being black, male, or growing up in a low-income and/or single-parent household have all been identified as risk factors for maladjustment during childhood. Interpretation of these findings is, however, often difficult because of the well-known associations among these variables. In the present study, we compared predictions of 3 different forms of children's competence from each of these 4 variables. In a sample of 868 black and white elementary school children from 2-parent and mother-headed 1-parent homes, we studied 3 aspects of school-based competence: conduct, peer relations, and academic achievement. Results showed that although the independent variables accounted for different amounts of variance in each domain of competence, income level and gender were better overall predictors of children's competence in conduct and peer relations than were ethnicity or household composition. Income level and ethnicity were better overall predictors of academic achievement than were gender or household composition, although each of the 4 variables made a significant contribution. Overall, income level and gender were thus the strongest predictors of children's competence. Black children were, however, more likely than white children to live in low-income homes. Our results thus highlighted some correlates of the unequal distribution of economic resources among black and white children growing up in the United States today. 相似文献