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1.
The present study examined (1) the emotion regulation of preschool children by observing their emotional responses to a distressed younger sibling during a separation episode; (2) whether children's regulatory responses were related to sibling interaction observed during the separation episode, and (3) whether individual differences in these children's regulatory responses and the quality of sibling interaction could be predicted from early attachment relationships. Older siblings who ignored their younger siblings' distress were more likely to experience personal distress and use avoidant coping strategies. Emotion regulation strategies were related to the quality of sibling interaction such that older siblings who offered comfort to a distressed younger sibling were more likely to express positive affect in sibling interaction, whereas older siblings seeking adult assistance were less likely to engage in conflict and hostile behavior with a younger sibling. Preschool children who had an insecure-resistant infant-mother attachment at 1 year, were more likely to seek comfort from their younger siblings and engaged in more sibling conflict and hostility when they were 4 years old. The quality of infant-father attachment relationships was not significantly related to the child's emotion regulation at 4 years of age. Results are discussed with respect to the social origins of preschool children's emotional self-regulation and the consequences of emotional dysregulation in preschool settings.  相似文献   

2.
The purpose of the present study was to examine the relations of children's emotional and behavioral regulation (as indexed by heart rate variability and coping styles) to their emotional and prosocial responses to a crying infant. Kindergarten and second-grade children's vicarious emotional responses (e.g., facial reactions and heart rate slope) and comforting behaviors were recorded while children heard a crying infant. The mothers of these children completed a measure designed to assess their children's coping responses when exposed to others in distress. It was found that children who were able to regulate their arousal (as assessed with heart rate variance) and typically responded instrumentally when exposed to others' needy states and conditions were relatively unlikely to become distressed and relatively likely to talk to and comfort the crying infant. Compared to boys, girls were found to be more responsive to the crying infant and were reported to engage in more direct, active coping responses when exposed to others in distress. The results are discussed in relation to research on emotion regulation and coping in interpersonal contexts.  相似文献   

3.
The goals of the present research were: a) to characterize children's interventions into disputes involving mothers and siblings, b) to examine symmetry between siblings' intervention behaviors, and c) to investigate how children's conflict interventions were linked to the quality of sibling relationships. During home observations of 50 families observers audiotaped family conversations, including conflicts that simultaneously involved 33-month-old younger siblings, their elder siblings and their mothers. Siblings' interventions most often concerned rules of the house, and were most likely to occur when mothers were not upset. Opposition was the most common strategy for both siblings, however alliances were asymmetrical, eldest siblings offered greater support to younger siblings. Alliances between siblings were linked to more harmonious sibling relationships. Results were discussed with regard to children's responses to anger and conflict in the home. The development of mediation skills within the family and their implication for family relationships was also considered.  相似文献   

4.
Child Care Teachers' Response to Children's Emotional Expression   总被引：1，自引：0，他引：1  
This observational study examined practices through which child care teachers socialize children's emotion. A specific aim was to describe strategies of teacher intervention in response to emotion displayed by children in child care centers, and to answer the question of differential interactions based on children's age and gender.

The results of this study were as follows: (a) toddler teachers matched and encouraged children's positive emotion expression more often than did preschool teachers; (b) in response to children's negative emotion, toddler teachers used physical comfort and distraction more often than did preschool teachers who relied more on verbal mediation; (c) in response to girls' negative emotional expressions, teachers provided more physical comfort and distraction whereas they were more likely to provide boys with constructive ways to express negative emotion.

The results of this study also revealed relatively infrequent teaching about constructive ways of expressing negative emotion and very few occurrences of teacher's empathy, two developmentally appropriate methods for socializing emotion. Teachers may benefit from a training program focusing on facilitating emotional competence.  相似文献   

5.
Kojima Y 《Child development》2000,71(6):1640-1647
Characteristics of three maternal regulating behaviors--(1) reference to one sibling's actions or emotional states toward the other sibling, (2) encouragement of sibling interactions, (3) distraction of one sibling's attention away from the other sibling-and their associations with children's positive and negative behaviors toward their siblings were investigated through semistructured home observations for 40 sibling pairs (1-4 years, 2-8 years) and their mothers in Japanese families. Maternal regulating behaviors were observed more frequently when the younger sibling was still in an early developmental stage in the preschool years, although the findings were modest. The older sibling's negative behaviors toward the younger sibling positively correlated with maternal distraction toward the younger; alternatively, the younger sibling's negative behaviors do not correlate with maternal distraction but do correlate with maternal encouragement directed toward the older sibling. Reliable associations were found between maternal regulating behaviors and prosocial exchanges between siblings; maternal reference to the younger sibling's actions or emotional states directed toward the older sibling was associated with the older sibling's positive behavior toward the younger sibling. Maternal regulating behaviors during mother-sibling triadic interactions were associated with the quality of sibling relationships.  相似文献   

6.
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7.
Jealousy is a social emotion that has received little attention by developmental researchers. The current study examined sibling jealousy and its relations to child and family characteristics in 60 families with a 16-month-old toddler and an older preschool-age sibling. Sibling jealousy was elicited in social triads consisting of a parent (mother or father) and the two siblings. Positive marital relationship quality (i.e., love and relationship maintenance) was a particularly strong predictor of the older siblings' abilities to regulate jealousy reactions in the mother sessions. Younger siblings' jealous affect with mothers was linked to the child's temperament, whereas older siblings' jealous affect with mothers was related to the child's emotional understanding. Younger siblings displayed more behavioral dysregulation in the mother-sibling triads if there was greater sibling rivalry reported by mothers. Session order (i.e., which sibling was challenged first in the jealousy paradigm) had a strong effect on both the affect and behavioral dysregulation displayed by the older and younger siblings. Results are discussed with respect to the need for future research to consider social relationships as developmental contexts for young children's emotion regulation.  相似文献   

8.
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   

9.
The goals of the present research were: a) to characterize children's interventions into disputes involving mothers and siblings, b) to examine symmetry between siblings' intervention behaviors, and c) to investigate how children's conflict interventions were linked to the quality of sibling relationships. During home observations of 50 families observers audiotaped family conversations, including conflicts that simultaneously involved 33-month-old younger siblings, their elder siblings and their mothers. Siblings' interventions most often concerned rules of the house, and were most likely to occur when mothers were not upset. Opposition was the most common strategy for both siblings, however alliances were asymmetrical, eldest siblings offered greater support to younger siblings. Alliances between siblings were linked to more harmonious sibling relationships. Results were discussed with regard to children's responses to anger and conflict in the home. The development of mediation skills within the family and their implication for family relationships was also considered.  相似文献   

10.
Mothers' and fathers' responses to their children's spontaneous sibling conflicts were observed using a wireless microphone system. Eighty-eight two-child, two-parent families participated in three home observations. Secondborn children were 3 to 5 years of age and firstborn children were 2 to 4 years older. Associations between parents' enactment of three categories of conflict management strategies (passive nonintervention, child-centered management, and parental control) and sibling interaction quality varied according to children's ages, gender of the monitoring parent, and type of strategy used. Passive nonintervention was highly associated with the occurrence of subsequent conflict. Younger sibling dyads, in particular, behaved more antagonistically when their parents did not intervene. In contrast, older sibling dyads were less involved and less close when their mothers intervened in any way. Results suggest that relatively younger sibling dyads may benefit more than older dyads from parental intervention.  相似文献   

11.
This study investigated children's reports of their experiences of simultaneous different-valence emotions and examined whether such reports included indications of internal conflict or ambivalence. A structured interview and a procedure to assess internal emotional conflict were developed and administered to children aged 9-12. Our findings call into question previous assumptions about the necessary presence of conflict. Children reported conflict in slightly less than half of the multiple-emotion experiences they described. When conflict was reported, children convincingly recounted a dynamic interaction between the 2 feelings, often personifying the feelings as arguing over what to do or which feeling should predominate. When children described the absence of conflict, they often emphasized the lack of distress accompanying the feelings or pointed out that the situation was relatively unimportant. Reports of conflict were related to the degree to which the positive or negative emotion was stronger and to the perceived similarity or dissimilarity of the 2 emotions: Conflict was most likely when the negative emotion was reported to be equal to or more intense than the positive emotion and when the 2 emotions were perceived to be different.  相似文献   

12.
OBJECTIVE: The primary goal of this pilot study was to examine emotion management skills (i.e., emotional understanding, emotion regulation) in children who had experienced neglect and a control group to determine the ways that neglect may interfere with children's emotional development. METHOD: Participants included children 6--12 years of age and their mothers (neglect group, N=24; control, N=24). Participants completed questionnaires and an interview that assessed children's emotional understanding and emotion regulation. RESULTS: Findings indicated that neglected children, compared to their non-maltreated peers, demonstrated lower understanding of negative emotions (i.e., anger, sadness) and fewer adaptive emotion regulation skills. Further, neglected children expected less support and more conflict from mothers in response to displays of negative emotion and reported that they were more likely to attempt to inhibit the expression of negative emotion. CONCLUSIONS: Findings suggest that neglect may interfere with the normal acquisition of emotional understanding and emotion regulation skills, highlighting the importance of addressing these skills in the context of clinical intervention with neglected children.  相似文献   

13.
This short-term longitudinal study examined whether emotion regulation and emotion understanding made unique contributions towards at-risk preschoolers' classroom adaptation. To address this question, we assessed children's emotion regulation and their understanding of emotions in both self (self-awareness, emotion coping) and in others (emotion recognition, affective perspective taking, situation knowledge). Participants were 49 children (22 boys and 27 girls) who attended a Head Start program for low-income children. Seventy percent of this sample was Caucasian, with the remainder being of Latino, African American or biracial ethnicity. Emotion regulation at the start of the school year was associated with school adjustment at year's end, whereas early emotional lability/negativity predicted poorer outcomes. Children who made a smooth adjustment to preschool also were better able to take another person's affective perspective and to identify situations that would provoke different emotional responses. Emotion regulation and understanding made unique contributions towards school adjustment, even when controlling for potential confounds, including behavior problems and verbal abilities. Teachers appeared to influence children's emotional competence by serving an important regulatory function, especially for older preschoolers at-risk.  相似文献   

14.
Continuities in Emotion Understanding from Three to Six Years   总被引：12，自引：0，他引：12  
As part of a longitudinal study, 47 children who were tested on their understanding of basic emotions when they were 3 years old were tested again at 6 on their understanding of conflicting emotions. Significant stability in individual differences was found over this 3-year period. Antecedents to emotion understanding at 3 continued to be significantly related to children's understanding at 6, including participation in discourse about causality, positive interaction with older siblings, and language ability. Girls outperformed boys, and there was a suggestion that the girls' understanding of emotions was more closely associated than the boys' with the quality of their sibling relationships. Children's concurrent reports of negative experiences at home and at school were related to their sensitivity to the experience of ambivalent emotions. The results are discussed with respect to the social origins and implications of this core aspect of children's social-cognitive development.  相似文献   

15.
The present study examined features of sibling and friend dyads’ connectedness (e.g., length and emotional tone of connected sequences) and the quality of the dyads’ interactions during play from early to middle childhood. Forty-four families with a 4-year-old focal child were observed at Time 1 (T1) and again at Time 2 (T2) at age 7 in two separate play sessions (i.e., sibling and friend). Play sessions were coded for interaction quality (i.e., conflict, cooperation). Based on previous research, features of the sequences (i.e., emotional tone, length of sequence) were compared across relationship and time. Research Findings: Findings revealed similarities in the dyads’ interaction quality, with both siblings and friends increasing in cooperation over time. Similarly, the emotional tone of siblings’ and friends’ connected sequences was more likely to be positive than negative; however, siblings’ sequences were short rather than long, whereas friends’ sequences were more likely to be long than short. Practice or Policy: These findings provide new insights into children’s connectedness in child-child relationships and changes in connectedness across development from early to middle childhood. The study highlights the importance of observing the dyad when using a relationships theory framework to examine children’s interactions.  相似文献   

16.
Mixed Message Resolution and Children's Responses to Interadult Conflict   总被引：1，自引：0，他引：1  
In everyday life marital conflict resolutions may contain consistent or mixed messages (e.g., an angry apology). How do children weight content and emotion information in responding? 5–7- and 9–12-year-olds viewed videotaped interadult conflicts in which the content and emotion of endings were either consistent or discrepant. Both the younger and older children responded to content and emotion cues in their perceptions of adults' anger and conflict resolution, with positive emotion and nonconflictual endings each improving appraisals. These findings have implications for children's emotional security in reaction to marital conflict. Younger children focused on ( a ) the content of endings when estimating their own emotional distress and ( b ) adults' emotionality when suggesting interventions. Older children reacted emotionally to both content and emotion cues. They proposed task-oriented help for partially resolved conflicts and suggested mediation when conflicts were unresolved.  相似文献   

17.
Sibling Temperaments, Conflict, Warmth, and Role Asymmetry   总被引：2，自引：0，他引：2  
The association between sibling temperament combinations (activity and adaptability) and qualitative aspects of the sibling relationship were examined, including in-home observations of sibling positivity/warmth, negativity/conflict, social engagement, and role asymmetry and older sibling perceptions of warmth/closeness, conflict, and status/power. The sample consisted of 67 same-gender, school-aged sibling pairs. Highest levels of negativity/conflict occurred when both siblings were high in activity and when the older sibling was rated as more active than the younger. Conflict was lowest when both siblings were low in activity. Warmth/positivity was greatest when both children were similar in activity level. Siblings were more socially engaged when the the older sibling was more adaptable than the younger. Perceived status/power was greatest when younger siblings were low in adaptability. When between-temperament-dimension relationships were examined, observed conflict was greatest when older siblings were high in activity and younger siblings were nonadaptable. Gender and age-related findings are also reported. Findings highlight the importance of identifying the complex ways in which varying dimensions of sibling temperaments combine to influence specific aspects of the sibling relationship.  相似文献   

18.
Sibling physical aggression and parents' and children's responses to such aggression were observed in 40 families when children were approximately 2% and 4% years of age, and two years later when they were 4% and 6%. Aggression occurred in all families, with first-born siblings being more aggressive than second-borns, and second-born siblings being more likely to cry, especially at the first time period. Parents responded to half of their children's aggression, and were more likely to respond if victims had cried. Only when parents intervened did the conflict resolution indicate to the children that physical aggression was not acceptable. Most responses by both parents and child victims were simple commands to stop aggression, and discussion of issues that gave rise to the aggression. Less frequent parent and child responses, such as physical reactions or approval of aggression by parents, and discussions of feelings or rules, or crying by first-born children were related to only the aggression of second-born siblings at Time 1. Furthermore, the only variables that predicted aggression at Time 2 were the levels of aggression that the children exhibited at Time 1, with relatively aggressive first-born children and relatively unaggressive second-born children predicting higher levels of sibling aggression two years later. Results were discussed in terms of family influences in the development of relatively aggressive or unaggressive sibling relationships over time.  相似文献   

19.
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   

20.
Although several studies have now examined the relations between mother-child and sibling interaction, the role of fathers in the development of sibling relationships is noticeably absent. The present study included assessments of both mother-child and father-child interaction in order to examine the correlates of sibling conflict and cooperation. Home observations of parent-child and sibling interaction and reports of differential parental treatment were obtained for 30 families with 2 preschool children when the firstborns were approximately 6 years old. Earlier assessments of infant-mother and infant-father attachments when firstborns were 12 and 13 months old, respectively, were also available, as were prior laboratory assessments of mothering and fathering when the oldest child was 3 years of age. Results suggested that sibling conflict and aggression were related to high levels of conflict between the mother and the 2 children at 6 years, intrusive and overcontrolling mothering at 3 years, and an insecure infant-mother attachment. Facilitative and affectionate fathering, on the other hand, was associated with prosocial sibling interaction. Early relationship experiences between parents and their firstborn children had an enduring effect on the quality of sibling relationships and interacted with differential parental treatment in predicting sibling relationship outcomes.  相似文献   

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