Children’s emotion understanding and mother–child attachment: A meta-analysis.

Emotion ◽  
2016 ◽  
Vol 16 (8) ◽  
pp. 1102-1106 ◽  
Author(s):  
Jessica E. Cooke ◽  
Kaela L. Stuart-Parrigon ◽  
Mahsa Movahed-Abtahi ◽  
Amanda J. Koehn ◽  
Kathryn A. Kerns
Keyword(s):  
Meta Analysis ◽  
Emotion Understanding ◽  
Child Attachment ◽  
Children's Emotion

scholarly journals Children's emotion understanding: A meta-analysis of training studies

2015 ◽  
Vol 37 ◽  
pp. 41-65 ◽  
Author(s):  
Manuel Sprung ◽  
Hannah M. Münch ◽  
Paul L. Harris ◽  
Chad Ebesutani ◽  
Stefan G. Hofmann
Keyword(s):  
Meta Analysis ◽  
Emotion Understanding ◽  
Children's Emotion ◽  
Training Studies

scholarly journals Factors Facilitating Early Emotion Understanding Development: Contributions to Individual Differences

2020 ◽  
pp. 1-11
Author(s):  
Marissa Ogren ◽  
Scott P. Johnson
Keyword(s):  
Individual Differences ◽  
Language Development ◽  
Environmental Influences ◽  
Academic Development ◽  
Emotion Understanding ◽  
Family Expressiveness ◽  
Current Review ◽  
Children's Emotion ◽  
Children's Environments ◽  
Do So

Children’s emotion understanding is crucial for healthy social and academic development. The behaviors influenced by emotion understanding in childhood have received much attention, but less focus has been placed on factors that may predict individual differences in emotion understanding, the principal issue addressed in the current review. A more thorough understanding of the developmental underpinnings of this skill may allow for better prediction of emotion understanding, and for interventions to improve emotion understanding early in development. Here, we present theoretical arguments for the substantial roles of three aspects of children’s environments in the development of emotion understanding: family expressiveness, discussions about emotions, and language development, and we discuss how these are interrelated. Ultimately, this may aid in predicting the effects of environmental influences on the development of emotion understanding more broadly and the mechanisms by which they do so.

Parental Mindfulness and Preschool Children’s Emotion Regulation: the Role of Mindful Parenting and Secure Parent-Child Attachment

Mindfulness ◽  
2019 ◽  
Vol 10 (12) ◽  
pp. 2481-2491 ◽  
Author(s):  
Wenjuan Zhang ◽  
Mingzhu Wang ◽  
Liuhua Ying
Keyword(s):  
Emotion Regulation ◽  
Mindful Parenting ◽  
Child Attachment ◽  
Children's Emotion ◽  
Parent Child

Intimate partner violence and child attachment: A systematic review and meta-analysis

2020 ◽  
Vol 109 ◽  
pp. 104765 ◽  
Author(s):  
Clare Bridget Noonan ◽  
Pamela Doreen Pilkington
Keyword(s):  
Systematic Review ◽  
Intimate Partner Violence ◽  
Partner Violence ◽  
Meta Analysis ◽  
Intimate Partner ◽  
Child Attachment

scholarly journals Intuitive Theories of Parenting and the Development of Emotion Understanding in Preschoolers

2021 ◽  
Vol 11 (1) ◽  
pp. 15
Author(s):  
Daria Bukhalenkova ◽  
Margarita Gavrilova ◽  
Natalia Kartushina
Keyword(s):  
Preschool Children ◽  
Family Environment ◽  
Parental Beliefs ◽  
Emotion Understanding ◽  
Parent Behavior ◽  
Significant Relation ◽  
Children's Emotion

Emotion understanding develops intensively in preschool and junior school. Although the parent/family environment has been shown to affect the development of emotion understanding in children, very little research has examined examined how parents’ view upbringing and education and how they are related to their child’s emotion understanding, given that the intuitive theories of parenting are reflected in actual parent behavior. This study fills this gap in the literature and examines the links between children’s ability to understand emotions and their parents’ intuitive theories of parenting. The sample was 171 5- to 6-year-old children and their parents. Analyses revealed a significant relation between intuitive theories of parenting and children’s emotion understanding. In particular, the intuitive attitude of uninvolved parenting was associated with the understanding of mental causes of emotions and the overall level of emotion understanding in preschool children. Integrating these results will allow us to reach more informed conclusions about the role of parental beliefs in the development of emotion comprehension in preschool children.

scholarly journals My Friends Always Know When I’m Sad: How Children’s Emotion Understanding is Associated with Socio-Emotional Development

2021 ◽  
Author(s):  
◽  
Brylee Lamb
Keyword(s):  
Conduct Problems ◽  
Emotional Development ◽  
Emotional Problems ◽  
Emotion Understanding ◽  
Psychological Development ◽  
Strengths And Difficulties Questionnaire ◽  
Prosocial Behaviour ◽  
Children's Emotion ◽  
Strengths And Difficulties

<p>The current study examined whether prosocial, social, and psychological development in children are more strongly associated with an overall understanding of emotions, or whether certain aspects of development are associated with specific components of emotion understanding. 38 children aged between 6 and 9 years old were administered the Test of Emotion Comprehension and the Kusche Affective Interview-Revised. Their parents completed the Strengths and Difficulties Questionnaire. Overall emotion understanding was found to be associated with conduct problems. Specific components of emotion understanding were associated with peer and emotional problems and inattention-hyperactivity. Prosocial behaviour was not significantly associated with emotion understanding. Results suggest that social and psychological development are primarily associated with specific components of emotion understanding rather than overall understanding.</p>

scholarly journals Relations of Parent-Child Interaction to Chinese Young Children's Emotion Understanding

2018 ◽  
Vol 12 ◽  
Author(s):  
Heyi Zhang
Keyword(s):  
Recognition Task ◽  
Emotion Understanding ◽  
Dyadic Interaction ◽  
Expression Recognition ◽  
Child Interaction ◽  
Children's Emotion ◽  
Parent Child Interaction ◽  
The Relationship ◽  
Beijing China ◽  
Parent Child

The present study examined the relationship between parent-child interaction and children's emotion understanding ability. The participants were 56 three-year-old children and their mothers from Beijing, China. Mothers and children took part in three dyadic interaction tasks and were video recorded for coding of both mothers’ and children's behaviours. Each child completed three individually administered tests of emotion understanding, including the facial expression recognition task, emotion perspective-taking task, and emotion reason understanding task. Results demonstrated that both mothers’ and children's interaction behaviours were related to children's emotion understanding. Gender differences were found in the relationships between interaction behaviours and children's emotion understanding. Girls’ emotion understanding was associated with children's positive behaviours. In contrast, boys’ emotion understanding was not associated with children's positive behaviours, but related to mothers’ negative behaviours.

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