Young children’s emotional competence plays a significant role in their ability to thrive in scho... more Young children’s emotional competence plays a significant role in their ability to thrive in school. Specifically, the ability to regulate their emotions according to situational demands, while remaining emotionally positive towards others, are very important contributors to children’s social success (Denham, Brown, & Domitrovich, 2010; Halberstadt, Denham, & Dunsmore, 2001; Raver, Garner, & Smith-Donald, 2007). These skills are particularly important for children in Head Start programs who already demonstrate a significant achievement gap as early as kindergarten (e.g., Campbell & Stauffenberg, 2008; Raver & Knitzer, 2002; Ryan, Fauth, & Brooks-Gunn, 2006). In light of these findings, the present study focused on the relations between positive emotion/engagement and emotion regulation of Head Start preschoolers and both their school adjustment and academic readiness during Head Start and in kindergarten. The social emotional skills of children attending Head Start programs were obs...
Preschoolers express emotions vividly and frequently. Emotions, whether their own or others’, are... more Preschoolers express emotions vividly and frequently. Emotions, whether their own or others’, are central experiences in their lives--immediate, salient, and important in their social transactions. Not surprisingly, their most important social tasks include managing emotional arousal, so that coordination of play is possible (Gottman & Mettetal, 1986). Succeeding at this social task calls for emotion knowledge, the second key aspect of emotional competence. As active participants in the social world, preschoolers continually make interpretations and attributions about their own and others’ emotional behaviors (Dodge, Pettit, McClaskey, & Brown, 1986; Miller & Aloise, 1989).
In this chapter we will outline the means of conveying social problem solving to preschoolers. Me... more In this chapter we will outline the means of conveying social problem solving to preschoolers. Methods to train such social problem solving with preschoolers are well documented (Shure, 1992, 1993). In general, the training methods espoused in the tradition of Shure and Spivack (1980) proceed as follows, with some focusing more or less on certain components: First, vocabulary important to communicating about social problems is introduced (e.g., Is, Some-All, Not, Or, And, Because, Maybe/Might, Same-Different); “same-different” is especially introduced in order to allow children to discuss that they have the same or different goals during interaction. Next, understanding feelings is typically introduced. In the programming discussed in this volume, this topic is a focus in and of itself. Stories are often told, to aid the children in learning to “read” a social situation and about fairness. Children are taught about, and given practice in, generating possible solutions. At the same time, program leaders introduce the identification of goals during social interaction. Finally, often through stories and role playing, the groups of children and leaders work on evaluating the multiple solutions generated, picking a solution and carrying it out, and evaluating its outcome.
... Teachers and peers judge school-age children of depressed parents to have inadequate peer rel... more ... Teachers and peers judge school-age children of depressed parents to have inadequate peer relations and difficulty getting along in the class-room, relative to controls (Billings & Moos, 1985; Grunebaum, Cohler, Kaufman, & Gallant, 1978; Neale & Weintraub, 1975; Weintraub ...
Petey runs, darts, and jumps with a ball clenched tightly in his arms. He screams "ok" to an invi... more Petey runs, darts, and jumps with a ball clenched tightly in his arms. He screams "ok" to an invitation to play, but is unable to restrain his desire to keep the ball and game as his own. He pulls the ball away from another boy, angrily shoving him and screaming insults. In free play, individual, small group, or whole-group activities, he is angry, often out of control, hitting and throwing objects. Sean, by contrast, speaks hesitantly, often echoing others' communications, as if practicing. He is always the third, fourth, or last, to attempt a task, never asserting ideas or desires. He is quiet, sometimes looking quite sad on the sidelines, seeking the comfort of his thumb. He seems overwhelmed and withdrawn. Jeremy's behavior paints a different picture: he is a "hurried child" (Elkind, 1982). Although he plays and interacts with peers fairly well, teachers note that he has difficulty permitting other children to lead activities or reject his ideas, and hates to make a mistake. This upsets him very much.
This paper presents-the results .of-the:second_clasS to participate in the-fast-paced mathematics... more This paper presents-the results .of-the:second_clasS to participate in the-fast-paced mathematics progran begun by,:the-Study of Natheaatically Precocious Youth-(SUPT) at Johns Hopkins University. Fast-paced mathematics classes:Ifere established to Wit the-seeds-of highly gifted junior high school stadentil.-Thirtrithie4-,_ students participated in the prograa. In 108 hours of instruction,-28class nekbers learned Algebra II and plane geoaatry-at-a-high level: of achievement. Twenty-three persons completed Algebra III Ia addition,-14 boys successfully completed the-4 1/2-years-of-1:: presratIculus mathematics. Theme students self-paced-theaseltes through their homework and preparation-for class.-Class-success was__ based on: (1) identification-of qualified students through appropriately difficult tests of_mathematical-and-nonbiretbal I_ reasoning; (2) a dynamic teacher who introduced-challenging:material at a rapid-fire pace; and (3) voluntary participation-by stmidentst appears that once these considerations-are-met the academic And social aspects of such a prograa will_proceed enaturallyer_as evidenced by these two classes.
Many preschool-aged children are learning what it means to be part of a group for the very first ... more Many preschool-aged children are learning what it means to be part of a group for the very first time. Along with secure attachment relationships, they need guidance from adults with regard to the rules for behavior in a group situation. In addition, children need to learn the life skills necessary to function alone or interact responsibly with others, caring for their own and others’ needs. They learn these skills by receiving both indirect and direct guidance from adults.
Between three and five years of age, both emotional competence (EC) and cognitive self-regulation... more Between three and five years of age, both emotional competence (EC) and cognitive self-regulation (CSR) have been documented as undergoing remarkable growth and as being strong predictors of concurrent and future positive outcomes. EC encompasses three interrelated and progressively developing skills: emotion knowledge, emotion regulation, and emotional expression and experience (i.e. emotionality). Whereas associations between CSR and emotion regulation are often documented, the current study explored whether CSR exerted a significant indirect effect in the emotion knowledge-emotionality relation. Path analysis results supported our hypotheses that emotion knowledge was associated with more positive emotionality and that CSR had a significant indirect effect between these facets of EC. This study is one of the first to examine CSR as a conduit for EC development in young children, further bridging the divide in understanding the emotion-cognition relation and how it is translated into what one experiences and expresses.
Conversations about emotions between preschoolers and their mothers constitute an important form ... more Conversations about emotions between preschoolers and their mothers constitute an important form of shared meaning. As groundwork for a child's developing theory of mind, such conversations are expected to predict aspects of children's emotional competence. Forty-seven preschoolers and their mothers looked at a picturebook in which characters displayed emotions on almost every page; although the emotions were central to the plot, it was up to each mother and child (dyad) whether to discuss them or not. Conversations were transcribed and coded for frequency and function of emotional language as well as for specific emotions to which both mother and child referred. In general, mothers talked more than their children did about emotions, yet the frequency of emotional utterances that served as simple comments or to guide the other's behavior did not differ for mothers and children. As expected, patterns of emotional language of mothers and children were related to indices of positive social-emotional development.
Because thinking and emotion work together in our lives, it is important to address the child’s s... more Because thinking and emotion work together in our lives, it is important to address the child’s skills in thinking about interpersonal interactions, going beyond his or her emotional expression and experience, knowledge, and regulation: When there is a disagreement or a problem, what is it (problem identification)? What can be done (generation of alternative solutions)? How do I make a successful solution happen (means-end thinking)? How will I know if it works; what solution will work best (consequential thinking)? Even children as young as the preschool age range begin to learn these important thinking skills, which support social interaction.
Before the components of SEL can be addressed by adults in children’s lives, or attained by the c... more Before the components of SEL can be addressed by adults in children’s lives, or attained by the children themselves, the children need to feel a sense of connection in their world. Thus, attachment is the foundation for preschoolers’ SEL. During the first years of life, consistently sensitive caregiving performs a number of important functions, including distress relief and sharing positive affect.
Why do we need to assess preschoolers’ emotional and social competence? We have made clear throug... more Why do we need to assess preschoolers’ emotional and social competence? We have made clear throughout the previous chapters that we see universal social-emotional programming as a prime goal, so that every preschooler might be exposed to the salutary effects of their caregivers’ efforts to promote secure attachments, emotion knowledge, emotion regulation, and social problem-solving abilities. Nonetheless, we also urgently wish to reach those children who need us most. To meet both goals, psychometrically excellent assessment tools are important assets; that is, for all children it is important to document the changes wrought by social-emotional programming; as we related in earlier chapters on programming, evaluation research is often still needed. Further, when endeavoring to ameliorate risk processes and augment resilience processes of children already exhibiting social and emotional deficits, assessment is essential. Whenever possible, we must know the strengths as well as the weaknesses of each child, so that we may intervene appropriately.
Young children’s emotional competence plays a significant role in their ability to thrive in scho... more Young children’s emotional competence plays a significant role in their ability to thrive in school. Specifically, the ability to regulate their emotions according to situational demands, while remaining emotionally positive towards others, are very important contributors to children’s social success (Denham, Brown, & Domitrovich, 2010; Halberstadt, Denham, & Dunsmore, 2001; Raver, Garner, & Smith-Donald, 2007). These skills are particularly important for children in Head Start programs who already demonstrate a significant achievement gap as early as kindergarten (e.g., Campbell & Stauffenberg, 2008; Raver & Knitzer, 2002; Ryan, Fauth, & Brooks-Gunn, 2006). In light of these findings, the present study focused on the relations between positive emotion/engagement and emotion regulation of Head Start preschoolers and both their school adjustment and academic readiness during Head Start and in kindergarten. The social emotional skills of children attending Head Start programs were obs...
Preschoolers express emotions vividly and frequently. Emotions, whether their own or others’, are... more Preschoolers express emotions vividly and frequently. Emotions, whether their own or others’, are central experiences in their lives--immediate, salient, and important in their social transactions. Not surprisingly, their most important social tasks include managing emotional arousal, so that coordination of play is possible (Gottman & Mettetal, 1986). Succeeding at this social task calls for emotion knowledge, the second key aspect of emotional competence. As active participants in the social world, preschoolers continually make interpretations and attributions about their own and others’ emotional behaviors (Dodge, Pettit, McClaskey, & Brown, 1986; Miller & Aloise, 1989).
In this chapter we will outline the means of conveying social problem solving to preschoolers. Me... more In this chapter we will outline the means of conveying social problem solving to preschoolers. Methods to train such social problem solving with preschoolers are well documented (Shure, 1992, 1993). In general, the training methods espoused in the tradition of Shure and Spivack (1980) proceed as follows, with some focusing more or less on certain components: First, vocabulary important to communicating about social problems is introduced (e.g., Is, Some-All, Not, Or, And, Because, Maybe/Might, Same-Different); “same-different” is especially introduced in order to allow children to discuss that they have the same or different goals during interaction. Next, understanding feelings is typically introduced. In the programming discussed in this volume, this topic is a focus in and of itself. Stories are often told, to aid the children in learning to “read” a social situation and about fairness. Children are taught about, and given practice in, generating possible solutions. At the same time, program leaders introduce the identification of goals during social interaction. Finally, often through stories and role playing, the groups of children and leaders work on evaluating the multiple solutions generated, picking a solution and carrying it out, and evaluating its outcome.
... Teachers and peers judge school-age children of depressed parents to have inadequate peer rel... more ... Teachers and peers judge school-age children of depressed parents to have inadequate peer relations and difficulty getting along in the class-room, relative to controls (Billings & Moos, 1985; Grunebaum, Cohler, Kaufman, & Gallant, 1978; Neale & Weintraub, 1975; Weintraub ...
Petey runs, darts, and jumps with a ball clenched tightly in his arms. He screams "ok" to an invi... more Petey runs, darts, and jumps with a ball clenched tightly in his arms. He screams "ok" to an invitation to play, but is unable to restrain his desire to keep the ball and game as his own. He pulls the ball away from another boy, angrily shoving him and screaming insults. In free play, individual, small group, or whole-group activities, he is angry, often out of control, hitting and throwing objects. Sean, by contrast, speaks hesitantly, often echoing others' communications, as if practicing. He is always the third, fourth, or last, to attempt a task, never asserting ideas or desires. He is quiet, sometimes looking quite sad on the sidelines, seeking the comfort of his thumb. He seems overwhelmed and withdrawn. Jeremy's behavior paints a different picture: he is a "hurried child" (Elkind, 1982). Although he plays and interacts with peers fairly well, teachers note that he has difficulty permitting other children to lead activities or reject his ideas, and hates to make a mistake. This upsets him very much.
This paper presents-the results .of-the:second_clasS to participate in the-fast-paced mathematics... more This paper presents-the results .of-the:second_clasS to participate in the-fast-paced mathematics progran begun by,:the-Study of Natheaatically Precocious Youth-(SUPT) at Johns Hopkins University. Fast-paced mathematics classes:Ifere established to Wit the-seeds-of highly gifted junior high school stadentil.-Thirtrithie4-,_ students participated in the prograa. In 108 hours of instruction,-28class nekbers learned Algebra II and plane geoaatry-at-a-high level: of achievement. Twenty-three persons completed Algebra III Ia addition,-14 boys successfully completed the-4 1/2-years-of-1:: presratIculus mathematics. Theme students self-paced-theaseltes through their homework and preparation-for class.-Class-success was__ based on: (1) identification-of qualified students through appropriately difficult tests of_mathematical-and-nonbiretbal I_ reasoning; (2) a dynamic teacher who introduced-challenging:material at a rapid-fire pace; and (3) voluntary participation-by stmidentst appears that once these considerations-are-met the academic And social aspects of such a prograa will_proceed enaturallyer_as evidenced by these two classes.
Many preschool-aged children are learning what it means to be part of a group for the very first ... more Many preschool-aged children are learning what it means to be part of a group for the very first time. Along with secure attachment relationships, they need guidance from adults with regard to the rules for behavior in a group situation. In addition, children need to learn the life skills necessary to function alone or interact responsibly with others, caring for their own and others’ needs. They learn these skills by receiving both indirect and direct guidance from adults.
Between three and five years of age, both emotional competence (EC) and cognitive self-regulation... more Between three and five years of age, both emotional competence (EC) and cognitive self-regulation (CSR) have been documented as undergoing remarkable growth and as being strong predictors of concurrent and future positive outcomes. EC encompasses three interrelated and progressively developing skills: emotion knowledge, emotion regulation, and emotional expression and experience (i.e. emotionality). Whereas associations between CSR and emotion regulation are often documented, the current study explored whether CSR exerted a significant indirect effect in the emotion knowledge-emotionality relation. Path analysis results supported our hypotheses that emotion knowledge was associated with more positive emotionality and that CSR had a significant indirect effect between these facets of EC. This study is one of the first to examine CSR as a conduit for EC development in young children, further bridging the divide in understanding the emotion-cognition relation and how it is translated into what one experiences and expresses.
Conversations about emotions between preschoolers and their mothers constitute an important form ... more Conversations about emotions between preschoolers and their mothers constitute an important form of shared meaning. As groundwork for a child's developing theory of mind, such conversations are expected to predict aspects of children's emotional competence. Forty-seven preschoolers and their mothers looked at a picturebook in which characters displayed emotions on almost every page; although the emotions were central to the plot, it was up to each mother and child (dyad) whether to discuss them or not. Conversations were transcribed and coded for frequency and function of emotional language as well as for specific emotions to which both mother and child referred. In general, mothers talked more than their children did about emotions, yet the frequency of emotional utterances that served as simple comments or to guide the other's behavior did not differ for mothers and children. As expected, patterns of emotional language of mothers and children were related to indices of positive social-emotional development.
Because thinking and emotion work together in our lives, it is important to address the child’s s... more Because thinking and emotion work together in our lives, it is important to address the child’s skills in thinking about interpersonal interactions, going beyond his or her emotional expression and experience, knowledge, and regulation: When there is a disagreement or a problem, what is it (problem identification)? What can be done (generation of alternative solutions)? How do I make a successful solution happen (means-end thinking)? How will I know if it works; what solution will work best (consequential thinking)? Even children as young as the preschool age range begin to learn these important thinking skills, which support social interaction.
Before the components of SEL can be addressed by adults in children’s lives, or attained by the c... more Before the components of SEL can be addressed by adults in children’s lives, or attained by the children themselves, the children need to feel a sense of connection in their world. Thus, attachment is the foundation for preschoolers’ SEL. During the first years of life, consistently sensitive caregiving performs a number of important functions, including distress relief and sharing positive affect.
Why do we need to assess preschoolers’ emotional and social competence? We have made clear throug... more Why do we need to assess preschoolers’ emotional and social competence? We have made clear throughout the previous chapters that we see universal social-emotional programming as a prime goal, so that every preschooler might be exposed to the salutary effects of their caregivers’ efforts to promote secure attachments, emotion knowledge, emotion regulation, and social problem-solving abilities. Nonetheless, we also urgently wish to reach those children who need us most. To meet both goals, psychometrically excellent assessment tools are important assets; that is, for all children it is important to document the changes wrought by social-emotional programming; as we related in earlier chapters on programming, evaluation research is often still needed. Further, when endeavoring to ameliorate risk processes and augment resilience processes of children already exhibiting social and emotional deficits, assessment is essential. Whenever possible, we must know the strengths as well as the weaknesses of each child, so that we may intervene appropriately.
In this chapter for a Handbook in developmental and educational psychology a framework of the mai... more In this chapter for a Handbook in developmental and educational psychology a framework of the main theoretical approaches to the development of emotion on one side, and to the development of socio-emotional competence on the other side is provided.
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