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1.
《Early education and development》2013,24(1):117-138
We revised Hyson and Lee's (1996) Caregiver's Beliefs about Feelings questionnaire for use with parents. One hundred and fifteen mothers of 4- to 6- year-old children completed the Parents' Beliefs about Feelings questionnaire (PBAF). We assessed emotional understanding of 60 of the children using Denham's (1986) measure. Factor analysis supported a 2-factor solution for the PBAF. The first subscale (Emotion Language) reflected mothers' belief in socializing emotion language. The second subscale (Developmental Beliefs) assessed mothers' belief that their children were not developmentally ready to control or talk about emotions. Mothers' Developmental Beliefs scores were positively related to mothers' negative emotional expressiveness. Mothers' Emotion Language scores were positively related to children's knowledge of emotion terms. Results may help educators design intervention programs to teach children emotional and social skills. 相似文献
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The Relations of Maternal Practices and Characteristics to Children''s Vicarious Emotional Responsiveness 总被引：1，自引：0，他引：1
Nancy Eisenberg Richard A. Fabes Gustavo Carlo Debra Troyer Anna Lee Speer Mariss Karbon Galen Switzer 《Child development》1992,63(3):583-602
This study examined the relations of maternal vicarious emotional responding and child-rearing practices, as well as familial emotional environment, to 5-6 and 8-9-year-old children's vicarious emotional responding. There were some correspondences between mothers' and children's heart rate, facial, and self-reported reactions to a sympathy-inducing film. Maternal sympathy/perspective taking and reinforcement of sympathy/prosocial behavior, as well as negative subordinate emotion in the home, were associated with markers of girls' sympathy; mothers' personal distress (for girls), restrictiveness regarding displays of hurtful negative emotions (particularly for young girls), and negative dominant emotion in the home (for both sexes) were associated with markers of personal distress. Mothers' linking of the film character's experience to children's own experience was associated with children's responsiveness to the film, and mother's verbalizations during the film concerning her own emotional state and role taking were associated with boys' self-reported sympathy. 相似文献
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Nelson JA Leerkes EM O'Brien M Calkins SD Marcovitch S 《Parenting, science and practice》2012,12(1):22-41
OBJECTIVE: Mothers' beliefs about their children's negative emotions and their emotion socialization practices were examined. DESIGN: Sixty-five African American and 137 European American mothers of 5-year-old children reported their beliefs and typical responses to children's negative emotions, and mothers' emotion teaching practices were observed. RESULTS: African American mothers reported that the display of negative emotions was less acceptable than European American mothers, and African American mothers of boys perceived the most negative social consequences for the display of negative emotions. African American mothers reported fewer supportive responses to children's negative emotions than European Americans and more nonsupportive responses to children's anger. African American mothers of boys also reported more nonsupportive responses to submissive negative emotions than African American mothers of girls. However, no differences were found by ethnicity or child gender in observed teaching about emotions. Group differences in mothers' responses to negative emotions were explained, in part, by mothers' beliefs about emotions. CONCLUSIONS: Differences in beliefs and practices may reflect African American mothers' efforts to protect their children from discrimination. 相似文献
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Adina M. Seidenfeld Stacy R. Johnson Elizabeth Woodburn Cavadel Carroll E. Izard 《Early education and development》2014,25(7):933-948
Research Findings: Emotion knowledge (EK) enables children to identify emotions in themselves and others, and its development facilitates emotion recognition in complex social situations. Sociocognitive processes, such as theory of mind (ToM), may contribute to developing EK by helping children realize the inherent variability associated with emotion expression across individuals and situations. The present study explored how ToM, particularly false belief understanding, in preschool predicts children's developing EK in kindergarten. Participants were 60 Head Start children ages 3 to 5 years. ToM and EK measures were obtained from standardized child tasks. ToM scores were positively related to performance on an EK task in kindergarten after we controlled for preschool levels of EK and verbal ability. Exploratory analyses provided preliminary evidence that ToM serves as an indirect effect between verbal ability and EK. Practice or Policy: Early intervention programs may benefit from including lessons on ToM to help promote socioemotional learning, specifically EK. This consideration may be most fruitful when the targeted population is at risk. 相似文献
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Lin Tan Brenda L. Volling Richard Gonzalez Jennifer LaBounty Lauren Rosenberg 《Child development》2022,93(3):e299-e314
Emotion understanding develops rapidly in early childhood. Firstborn children (N = 231, 55% girls/45% boys, 86% White, 5% Black, 3% Asian, 4% Latinx, Mage = 29.92 months) were recruited into a longitudinal study from 2004 to 2008 in the United States and administered a series of tasks assessing eight components of young children's emotion understanding from ages 1 to 5. Cohort sequential analysis across three cohorts (1-, 2-, and 3-year-olds) demonstrated a progression of children's emotion understanding from basic emotion identification to an understanding of false-belief emotions, even after controlling for children's verbal ability. Emotion understanding scores were related to children's theory of mind and parent reports of empathy, but not emotional reactivity, providing evidence of both convergent and discriminant validity. 相似文献
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The Relations of Emotionality and Regulation to Preschoolers' Social Skills and Sociometric Status 总被引：5，自引：0，他引：5
Nancy Eisenberg Richard A. Fabes Jane Bernzweig Mariss Karbon Rick Poulin Laura Hanish 《Child development》1993,64(5):1418-1438
The purpose of this study was to examine the relations of emotionality (intensity and negative emotion) and regulation (coping and attentional regulation) to preschoolers' social skills (as rated by adults) and sociometric status. Teachers' ratings of children's constructive coping and attentional control were positively related to boys' social skills and peer status, whereas negative affect was negatively related. Acting out (vs. avoidant) coping and emotional intensity were negatively related to girls' and boys' social skills and boys' peer status. In addition, mothers' reports of boys' coping by seeking social support and low emotional intensity were associated with boys' positive social functioning, whereas avoidant coping was positively related to girls' rated social skills. The results are discussed in relation to research on emotion regulation and coping with emotion in interpersonal contexts. 相似文献
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Teaching requires much emotion work which takes its toll on teachers. Emotion work is usually studied from one of two perspectives, a job or an individual perspective. In this study, we assessed the relative importance of these two perspectives in predicting emotional exhaustion. More than 200 teachers completed a questionnaire comprising the DISQ (Demand‐Induced Strain Compensation Questionnaire), the Dutch Questionnaire on Emotional Labour (D‐QEL), and the UBOS (Utrechtse Burnout Schaal [Utrecht Burnout Scale]). In line with previous studies, our findings indicated that emotional exhaustion is positively associated with emotional job demands and surface acting. The relative importance of the two operationalisations of emotion work was assessed by comparing the results of two regression analyses. Whereas the model with job demands explained 18% of the variance, the model with emotional labour explained only 5%. In understanding what might contribute to emotional exhaustion in teachers, the emotional job demands might be much more important than the self‐regulation perspective that is measured with emotional labour. 相似文献
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Preschoolers' Emotional Control in the Disappointment Paradigm and Its Relation to Temperament, Emotional Knowledge, and Family Expressiveness 总被引：2，自引：0，他引：2
The present research evaluated a conceptual model that links temperament, emotional knowledge, and family expressiveness to preschoolers' emotion regulation ability. The emotional understanding of 82 preschoolers was assessed with 2 separate tasks. After the second emotional knowledge task, the children were presented a "disappointing" prize, and their facial displays of positive and negative affect were recorded. The children and their mothers also participated in a game designed to elicit maternal expressive behavior. Mothers provided information about the preschoolers' temperament and about the frequency of positive and negative affect expressed within their families Results indicated that children's positive displays when presented the "disappointing" prize were inversely related to the temperamental dimension of emotional intensity and positively associated with children's understanding of emotion. Maternal reports of sadness within the family were inversely related to children's positive affective displays. Children's negative emotional displays in the disappointment situation were inversely related to observed maternal positive emotion. The findings from this study give greater specification to the unique and joint contributions of temperament, emotional knowledge, and family expressiveness in predicting preschoolers' expressive control of emotion. 相似文献
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Two studies investigated the effects of parents' control and autonomy support on low- and high-achieving children. In Study 1, mothers' (N=110) involvement with children (7 to 10 years old) in the context of a challenging task was observed. During this interaction, mothers' control predicted diminished engagement and their autonomy support predicted enhanced performance for low-achieving children more than for high-achieving children. In Study 2, mothers' (N=121) responses to children's (9 to 12 years old) failure were assessed with a daily checklist. Children's grades were obtained at this time and 6 months later. Mothers' controlling responses predicted decreased performance and their autonomy-supportive responses predicted increased performance over time for low achievers more than for high achievers. 相似文献
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Ann Shields Susan Dickstein Ronald Seifer Laura Giusti Karin Dodge Magee Becky Spritz 《Early education and development》2001,12(1):73-96
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
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Mothers' and fathers' sex role orientations and employment situations were examined in connection with their involvement in child-oriented activities using a longitudinal research design. During interviews that took place within 3 months of their wedding dates, 34 couples completed questionnaires that measured their sex role attitudes, masculinity-femininity, and their skills and role preferences for performing a number of child-oriented activities. Approximately 1 year later, after the couples had become parents, they were interviewed about their employment situations and again about their child-care skills and role preferences for performing certain child-care tasks. During the 2- to 3-week period following the second interview, the couples were telephoned on 9 occasions and asked to report on the household tasks, leisure activities, and child-oriented activities they had performed during the 24-hour period that preceded each call. The findings showed that mothers' sex role attitudes before their infants' births predicted their role preferences after their babies were born, and these two factors, as well as mothers' involvement in the paid labor force, were related to the extent of their involvement in child-oriented activities. Mothers' masculinity and femininity, however, were unrelated to their parenting behavior. In contrast, fathers' work involvement was related only to the extent of their leisure activities with children. In addition, fathers' role preferences for performing child-care tasks and their perceived skill at such tasks (as measured both before and after their children's births) were related to the overall extent and the nature of their involvement in child-oriented activities. Fathers' role preferences were somewhat stable from before to after children's births, and fathers' preferences before their children were born predicted the mothers' preferences afterward. Neither fathers' sex-role attitudes nor their masculinity or femininity, however, predicted their activities with infants. 相似文献
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The goal of this study was to longitudinally examine relationships between early factors (child and mother) that may influence children's phonological awareness and reading skills 3 years later in a group of young children with cochlear implants (N = 16). Mothers and children were videotaped during two storybook interactions, and children's oral language skills were assessed using the "Reynell Developmental Language Scales, third edition." Three years later, phonological awareness, reading skills, and language skills were assessed using the "Phonological Awareness Test," the "Woodcock-Johnson-III Diagnostic Reading Battery," and the "Oral Written Language Scales." Variables included in the data analyses were child (age, age at implant, and language skills) and mother factors (facilitative language techniques) and children's phonological awareness and reading standard scores. Results indicate that children's early expressive oral language skills and mothers' use of a higher level facilitative language technique (open-ended question) during storybook reading, although related, each contributed uniquely to children's literacy skills. Individual analyses revealed that the children with expressive standard scores below 70 at Time 1 also performed below average (<85) on phonological awareness and total reading tasks 3 years later. Guidelines for professionals are provided to support literacy skills in young children with cochlear implants. 相似文献
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The correspondence between self-reported child-rearing attitudes and practices and actual child management was examined among 68 mothers of young children. Data on mothers' verbal and physical control techniques along with children's responses (cooperation vs. resistance) were obtained during 90 min of spontaneous interaction in a naturalistic setting. Self-report data (the Block Q-Sort) were obtained 1-2 weeks later. The Block Q-Sort factors were combined to represent authoritarian and authoritative patterns of attitudes. The authoritarian pattern was positively associated with the use of direct commands, physical enforcements, reprimands, and prohibitive interventions, and negatively associated with the use of suggestions. The authoritative pattern was positively related to the use of suggestions and positive incentives, and negatively related to the use of physical enforcements, prohibitive interventions, and direct commands. Mothers' enjoyment of the parental role and their negative affect toward the child, as expressed in the Block Q-Sort, were more a result of the child's cooperation/resistance during the interaction than predictors of maternal control strategies. 相似文献
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This study aimed to develop a measure of early childhood practitioners' beliefs about emotions and to use this measure to examine the structure and correlates of these beliefs. A 40-item emotion beliefs measure was administered to 279 American practitioners. Internal consistency for each of 10 emotion belief areas was weak to moderate. In revising the measure, emotion belief areas with the lowest internal consistency were deleted and items were added to the 6 remaining areas to strengthen their reliability. The resulting 23-item revised measure had internal consistencies of .41 to .62 for each of 6 emotion belief areas. Participants' emotion beliefs were related to their level of education and background in early childhood education. A 4-factor solution provided the best fit to the data, explaining 40% of the variance in the U.S. teachers' emotion beliefs. This factor structure was similar to that of the conceptually derived belief scales. Cultural patterns were examined by comparing beliefs of Korean and American teachers of 4-6-year-olds, using t-tests and factor analyses. Although the structure of emotion beliefs was similar, differences appeared in the level of agreement with many items, reflecting culturally specific expectations a b u t young children's emotional vulnerability and about the nature of emotional bonds and emotion socialization in early childhood programs. 相似文献
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Brenda L. Volling 《Early education and development》2001,12(2):185-207
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
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Mothers' representations of their infants may influence early development of emotional self-regulation. This study examined the associations between characteristics of mothers' (N = 100) narratives about their 7-month-old infants, maternal depression, and their infants' affect regulation during the Still Face procedure. Findings showed that (1) mothers' representations were linked with individual differences in their infants' behavior across the Still Face procedure, (2) the association between mothers' representations and their infants' behavior was mediated by parenting behavior, and (3) mothers' representations explained unique variance in their infants' affect regulation beyond the contribution of maternal depression. Although infants' displays of positive affect diminished while mothers held a still face, only infants of mothers in the balanced representation category returned to high levels of positive affect upon resuming interaction. These findings highlight the role of maternal representations in the process by which dyads repair temporary disruptions in interaction, as well as individual differences in infants' and mothers' responses to the Still Face. 相似文献
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Jennifer Chilver-Stainer Luciano Gasser Pasqualina Perrig-Chiello 《Journal of moral education》2014,43(3):235-249
Children and adolescents with hearing impairments are at risk of being excluded from activities with hearing peers. Moral emotion attributions may represent important indicators for children’s identification with the moral norm not to exclude peers based on disability. Against this background, we investigated how 10-, 12- and 15-year-olds (N?=?215) feel and judge about social exclusion of peers with hearing impairments. Emotion attributions and moral judgements were assessed using four different hypothetical scenarios about the exclusion of peers with hearing impairments (school vs. leisure time, group vs. dyad). Moreover, children’s and adolescents’ inclusive behaviour was assessed by a peer nomination procedure. Results revealed that moral emotion attributions differed as a function of exclusion context and grade. Moreover, participants with inclusive behaviour attributed moral emotions more often than participants with less inclusive behaviour. Implications of the results for moral education are discussed. 相似文献
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Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterised by impairments in social communication and social cognition. Difficulties in emotion understanding, from emotion recognition to emotion regulation are common features that can affect the inclusion process. One outstanding question is the extent to which age and IQ affect such impairments. The effect of IQ and age on emotion understanding was estimated in 55 children with ASD aged between 5 and 10 and with IQ ranging from 70 to 130. Emotion understanding and non-verbal cognitive ability were assessed, respectively, with the Test of Emotion Comprehension and the Leiter-R scale. The majority of participants scored significantly lower on the TEC compared to the normative sample. Performance compared against norms decreased with age and improved with increasing IQ; children with ‘borderline cognitive functioning’ performed significantly worse than children with ‘normative cognitive functioning’. Emotion understanding skills in children with ASD are affected by cognitive level and age. Implications for educational interventions are discussed. 相似文献