scholarly journals Does Emotion Talk and Emotion Knowledge Effect Children's Recall of a Staged Event?

2021 ◽  
Author(s):  
◽  
Katherine Mackay
Keyword(s):  
Emotion Knowledge ◽  
Causal Information ◽  
Related Information ◽  
Correct Information ◽  
Children's Emotion ◽  
Children's Memory ◽  
Emotion Talk

<p>The current study compared children's memory for information accompanied by emotional or non-emotional talk, and also investigated the utility of emotion knowledge in prediction of recall. Seventy-five children aged 5-6 years participated in a staged event that involved visiting separate stations containing connected, causal information of an emotional or non-emotional theme. Children were assessed with a memory interview one week later. Children reported significantly more correct information from stations with an emotional focus. Children's emotion knowledge did not predict recall, however. Results show children better recall emotion-related information even when causality and connectedness is controlled for. Implications of the finding are discussed.</p>

Does Emotion Talk and Emotion Knowledge Effect Children's Recall of a Staged Event?

2021 ◽  
Author(s):  
◽  
Katherine Mackay
Keyword(s):  
Emotion Knowledge ◽  
Causal Information ◽  
Related Information ◽  
Correct Information ◽  
Children's Emotion ◽  
Children's Memory ◽  
Emotion Talk

<p>The current study compared children's memory for information accompanied by emotional or non-emotional talk, and also investigated the utility of emotion knowledge in prediction of recall. Seventy-five children aged 5-6 years participated in a staged event that involved visiting separate stations containing connected, causal information of an emotional or non-emotional theme. Children were assessed with a memory interview one week later. Children reported significantly more correct information from stations with an emotional focus. Children's emotion knowledge did not predict recall, however. Results show children better recall emotion-related information even when causality and connectedness is controlled for. Implications of the finding are discussed.</p>

The Components of Young Children's Emotion Knowledge: Which Are Enhanced by Adult Emotion Talk?

2012 ◽  
Vol 22 (1) ◽  
pp. 94-110 ◽  
Author(s):  
Karen Salmon ◽  
Ian M. Evans ◽  
Sophie Moskowitz ◽  
Melissa Grouden ◽  
Fiona Parkes ◽  
...  
Keyword(s):  
Emotion Knowledge ◽  
Children's Emotion ◽  
Emotion Talk

scholarly journals Integrating emotion into behaviourally-based parenting programmes: can this enhance outcomes for child conduct problems?

2021 ◽  
Author(s):  
◽  
Josie Hammington
Keyword(s):  
Conduct Problems ◽  
Standard Group ◽  
Triple P ◽  
Emotion Knowledge ◽  
Emotion Coaching ◽  
Post Intervention ◽  
Parenting Programme ◽  
Child Conduct Problems ◽  
Children's Emotion ◽  
Outcomes For Children

<p>The current pilot study aimed to integrate emotion focused elements into an already well-established parenting programme in the hope of improving outcomes for children with conduct problems (CPs). Thirty-six parents of children with conduct problems (aged 3-7 years) were randomly allocated to two versions of the Triple P parenting programme; standard Group Triple P (GTP) or a new Emotion-Enhanced Group Triple P programme (EEGTP) that taught parents to engage in an elaborative, emotion-rich conversational style when discussing past events with their children. As expected, child CPs significantly reduced across both conditions post-intervention. Additionally, parents in the EEGTP condition were using more emotion coaching statements with their children. However, these differences did not translate to changes in children’s emotion knowledge and further behavioural improvements. Theoretical implications of these findings, explanations reflecting on the nature by which emotion knowledge develops over time, and recommendations for future studies are discussed.</p>

scholarly journals The Relations of Preschool Children’s Emotion Knowledge and Socially Appropriate Behaviors to Peer Likability

2016 ◽  
Vol 41 (4) ◽  
pp. 532-541 ◽  
Author(s):  
Stefania Sette ◽  
Tracy L. Spinrad ◽  
Emma Baumgartner
Keyword(s):  
Preschool Children ◽  
Teacher Training ◽  
Emotion Recognition ◽  
Peer Relationships ◽  
Social Behaviors ◽  
Emotion Knowledge ◽  
Appropriate Behavior ◽  
Time Points ◽  
Children's Emotion ◽  
Bidirectional Associations

The purpose of the present study was to examine the relations of children’s emotion knowledge (and its components) and socially appropriate behavior to peer likability in a sample of Italian preschool children at two time-points. At both Time 1 (T1; n = 46 boys, 42 girls) and a year later at Time 2 (T2; n = 26 boys, 22 girls), children’s emotion knowledge (i.e., emotion recognition, situation knowledge) was assessed, teachers evaluated children’s socially appropriate behavior, and peer likability was measured using a sociometric procedure. A two-wave autoregressive cross-lagged model indicated that children’s T1 emotion recognition was associated with higher T2 socially appropriate behavior, and children’s T1 socially appropriate behavior was related to higher T2 peer likability, even after controlling for stability in the constructs. Socially appropriate behavior mediated the relation between preschool children’s emotion recognition and peer likability. No bidirectional associations were found. The results support the notion that teacher training should focus on promoting children’s emotion knowledge to create a classroom atmosphere characterized by positive social behaviors and harmonious peer relationships across the preschool years.

scholarly journals Early childhood teachers’ socialization of children’s emotional competence

2019 ◽  
Vol 12 (2) ◽  
pp. 133-150 ◽  
Author(s):  
Susanne Ayers Denham ◽  
Hideko Hamada Bassett
Keyword(s):  
Linear Models ◽  
Emotional Competence ◽  
Early Childhood Teachers ◽  
Future Research ◽  
Emotion Knowledge ◽  
Content Type ◽  
Children's Emotion ◽  
Teacher Professional ◽  
Socioeconomic Risk ◽  
Crucial Set

Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures. Findings Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms. Research limitations/implications Applications to teacher professional development, and both limitations and suggestions for future research are considered. Originality/value This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.

The adaptation and validation of the Emotion Matching Task for preschool children in Spain

2012 ◽  
Vol 36 (6) ◽  
pp. 489-494 ◽  
Author(s):  
Natalia Alonso-Alberca ◽  
Ana I. Vergara ◽  
Pablo Fernández-Berrocal ◽  
Stacy R. Johnson ◽  
Carroll E. Izard
Keyword(s):  
Predictive Validity ◽  
Externalizing Problems ◽  
Concurrent Validity ◽  
Psychometric Validation ◽  
Matching Task ◽  
Emotion Knowledge ◽  
Spanish Speaking ◽  
Children's Emotion ◽  
Good Internal Consistency ◽  
Adaptive Abilities

The Emotion Matching Task (EMT; Izard, Haskins, Schultz, Trentacosta, & King, 2003) was developed to assess emotion knowledge in preschoolers and was demonstrated to show adequate convergent and predictive validity in an American sample (Morgan, Izard, & King, 2010). In light of the need for valid measures for assessing emotion knowledge in Spanish-speaking children, we adapted the EMT for preschoolers in Spain and conducted a psychometric validation with 110 Spanish children, aged 3 to 6. The EMT Spanish version showed good internal consistency and demonstrated expected concurrent validity with externalizing problems and adaptive abilities. Therefore the current study indicates that the adapted EMT is a valid tool to assess preschool children’s emotion knowledge in Spain.

Emotion knowledge in economically disadvantaged children: Self-regulatory antecedents and relations to social difficulties and withdrawal

2001 ◽  
Vol 13 (1) ◽  
pp. 53-67 ◽  
Author(s):  
DAVID SCHULTZ ◽  
CARROLL E. IZARD ◽  
BRIAN P. ACKERMAN ◽  
ERIC A. YOUNGSTROM
Keyword(s):  
Low Income ◽  
Social Withdrawal ◽  
Behavioral Control ◽  
Self Regulation ◽  
Verbal Ability ◽  
First Grade ◽  
Social Adaptation ◽  
Emotion Knowledge ◽  
Children's Emotion ◽  
Low Income Families

We examined the relations of verbal ability and self-regulation in preschool to emotion knowledge in first grade, and concurrent relations between emotion knowledge and indexes of social functioning in 143 children from low-income families. After controlling for children's verbal ability in preschool, teacher reports of attentional control and caregiver reports of behavioral control in preschool predicted children's emotion expression knowledge and emotion situation knowledge 2 years later. After controlling for verbal ability and attentional and behavioral control, children's emotion knowledge predicted concurrent teacher-reported social problems and social withdrawal. Results suggest that low levels of emotion knowledge co-occur with many important aspects of children's early social adaptation.

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