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ABSTRACTEven very young children think about their own and others’ behavior, including emotions. Such cognitions and emotions about the self and others convey information that is crucial to social interactions and relationships. The current study based on an integrated model of emotion processes and cognition in social information processing (SIP) aimed to explore students’ emotional and behavioral responses in SIP choices, and their association with teacher-reported early school adjustment. Two-hundred and thirty pre-school and first-grade primary school students were interviewed using the Challenging Situations Task (CST). CST assessed students’ emotional and behavioral responses to 12 unambiguous hypothetical peer provocation situations. Children’s preschool and first-grade primary teachers rated children’s early school adjustment with the Social Competence and Behavior Evaluation (SCBE-30) measure. The results revealed that children chose mainly sad and angry emotions and socially competent and passive behaviors. We found a relationship both between sad emotions and socially competent behavior choices, and between angry emotion and aggressive behavior choices. Sad emotions and aggressive behavior choices were the main predictors of school adjustment. Children’s responses to peer provocation situations varied depending on how the children interpreted the situations. The results address the importance of children’s SIP and school adjustment. 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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Hideko Omori 《Religious education (Chicago, Ill.)》2013,108(5):529-541
This article discusses what kinds of religious education led to the improvement of women's status and the realization of higher education for women in modern Japan, by reconsidering the educational views of Jinzo Naruse (1859–1919), both a pioneer of Japanese women's education and a promoter of the Concordia movement (1912–1941), within the national context. Comparing his publications and social actions with those of contemporary Christians in Japan and examining his stance in the Association Concordia provides insights on what the present-day religious education should be. 相似文献
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Hideko Hamada Bassett Susanne Denham Melissa Mincic Kelly Graling 《Early education and development》2013,24(3):259-279
Research Findings: A theory-based 2-factor structure of preschoolers’ emotion knowledge (i.e., recognition of emotional expression and understanding of emotion-eliciting situations) was tested using confirmatory factor analysis. Compared to 1- and 3-factor models, the 2-factor model showed a better fit to the data. The model was found to be equivalent for gender, race, age, and socioeconomic risk. Theory and the high correlation between the 2 latent factors suggested a hierarchical nature of development, in which a higher level of emotion knowledge is built upon a lower level. In our validity model, we found significant paths from the recognition to the situation factor and from the situation factor to teachers’ reports of preschoolers’ learning behaviors and social competence. Results provide further evidence of the significant role emotion plays in preschoolers’ school readiness. Practice or Policy: Early childhood educators can benefit from knowing that recognition of expressions and understanding of emotion-eliciting situations are appropriately teachable in this age range and can focus such teaching upon negative emotions and those that may vary across individuals. Furthermore, relations between these aspects of emotion knowledge and school readiness add to accumulating evidence that early childhood programming focusing upon emotion knowledge has multiple benefits. 相似文献
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Social-Emotional Learning Profiles of Preschoolers' Early School Success: A Person-Centered Approach 总被引：2，自引：0，他引：2
Denham SA Bassett HH Mincic M Kalb S Way E Wyatt T Segal Y 《Learning and individual differences》2012,22(2):178-189
Examined how aspects of social-emotional learning (SEL)-specifically, emotion knowledge, emotional and social behaviors, social problem-solving, and self-regulation-clustered to typify groups of children who differ in terms of their motivation to learn, participation in the classroom, and other indices of early school adjustment and academic success. 275 four-year-old children from private day schools and Head Start were directly assessed and observed in these areas, and preschool and kindergarten teachers provided information on social and academic aspects of their school success. Three groups of children were identified: SEL Risk, SEL Competent-Social/Expressive, and SEL Competent-Restrained. Group members differed on demographic dimensions of gender and center type, and groups differed in meaningful ways on school success indices, pointing to needed prevention/intervention programming. In particular, the SEL Risk group could benefit from emotion-focused programming, and the long-term developmental trajectory of the SEL Competent-Restrained group requires study. 相似文献
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Susanne A. Denham David E. Ferrier Grace Z. Howarth Kristina J. Herndon Hideko H. Bassett 《Cambridge Journal of Education》2016,46(3):299-317
AbstractRecent years have witnessed a surge in evidence on preschoolers’ emotional development as crucial for both concurrent and later well-being and mental health, and for learning and academic success. Given the importance of building such strengths, assessing emotional competence skills is important to aid early childhood educators in focusing programming for individuals and classrooms. Based on these assertions, this article is structured as follows: (1) outline important issues regarding developmentally appropriate early childhood assessment, particularly of emotional competence; (2) discuss use of culturally relevant standards of attainment of such skills in assessing student progress; (3) define the skills of emotional competence; (4) describe a model leading from developmentally appropriate emotional competence skills to assessment and programming; (5) suggest some possible tools for schools to use in assessing emotional competence of young children; (6) give guidance for new measurement development, and (7) suggest needed policy and practice in this area. 相似文献
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Hideko Mitsui 《Inter-Asia Cultural Studies》2013,14(1):47-61
Abstract In March 2007, Japan’s ‘national atonement project’ for survivors of military sexual slavery was officially concluded. The atonement project that was implemented by a Japanese government‐established non‐governmental organization – the Asian Women’s Fund – has distributed its fund to a number of survivors in the Philippines, South Korea, Taiwan and the Netherlands since its inception in 1995. Over the years, intense politicization around the project has made it extremely difficult for most observers to assess whether the project was successful or not. Several prominent scholars in Japan and South Korea have called for a more compassionate and positive assessment of the project’s good intentions, while feminist activists continue to critique the project’s negative interventions in the process of redress and reconciliation in Asia. This essay is an attempt to open up a space to rethink the felicitousness of the atonement project by focusing on the ways in which the project told its own story of war, violence, and gender. By juxtaposing stories told by Filipina survivors of the ‘comfort women’ system with one that has been told by the atonement project implemented by the Asian Women’s Fund, it seeks to find a way to reassess whether the project acknowledged the survivors’ claims for justice and compensation. 相似文献
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To examine the evolutional origin of representational drawing, two experiments directly compared the drawing behavior of human children and chimpanzees. The first experiment observed free drawing after model presentation, using imitation task. From longitudinal observation of humans (N = 32, 11–31 months), the developmental process of drawing until the emergence of shape imitation was clarified. Adult chimpanzees showed the ability to trace a model, which was difficult for humans who had just started imitation. The second experiment, free drawing on incomplete facial stimuli, revealed the remarkable difference between two species. Humans (N = 57, 6–38 months) tend to complete the missing parts even with immature motor control, whereas chimpanzees never completed the missing parts and instead marked the existing parts or traced the outlines. Cognitive characteristics may affect the emergence of representational drawings. 相似文献
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