scholarly journals BEHAVIOUR UNCONTROLLABILITY CORRECTION BY INHIBITION TRAINING AT EARLY SCHOOL AGE

Author(s):  
Olga Druzhilovskaya ◽  
Tatyana Harlamova
2018 ◽  
Vol 31 (04) ◽  
pp. 1353-1366 ◽  
Author(s):  
Rebecca L. Brock ◽  
Grazyna Kochanska

AbstractGrowing research has documented distinct developmental sequelae in insecure and secure parent–child relationships, supporting a model of early attachment as moderating future developmental processes rather than, or in addition to, a source of direct effects. We explored maladaptive developmental implications of infants’ anger proneness in 102 community families. Anger was assessed in infancy through observations in the Car Seat episode and parents’ ratings. Children's security with parents was assessed in the Strange Situation paradigm at 15 months. At preschool age, child negativity (defiance and negative affect) was observed in interactions with the parent, and at early school age, oppositionality was rated by parents and teachers. Security was unrelated to infant anger; however, it moderated associations between infant anger and future maladaptive outcomes, such that highly angry infants embarked on a negative trajectory in insecure, but not in secure, parent–child dyads. For insecure, but not secure, mother–child dyads, infants’ mother-rated anger predicted negativity at preschool age. For insecure, but not secure, father–child dyads, infants’ anger in the Car Seat predicted father- and teacher-rated oppositional behavior at early school age. Results highlight the developmentally complex nature of the impact of attachment, depending on the relationship with mother versus father, type of measure, and timing of effects.


PEDIATRICS ◽  
2013 ◽  
Vol 132 (1) ◽  
pp. e53-e60 ◽  
Author(s):  
L. G. Smithers ◽  
J. W. Lynch ◽  
S. Yang ◽  
M. Dahhou ◽  
M. S. Kramer

1970 ◽  
pp. 347-361
Author(s):  
Natalia Kłysz-Sokalska

  Emotional education in Poland is superficial,accidental and at times intuitive. Lack of emotional education classes and the governments’ low support of teachers have a negative effect on the treatment of emotional education as important in the development of a child in an early school age. Teachers, by trial and error, try to solve problems on the basis of their effect rather than cause, which often lies in the student’s emotions. Separating emotions from “rational” thinking is a pedagogical mistake. An adult’s awareness of the cognitive nature of emotion can affect not only the leveling up of emotional disorders, but also has impact on the child’s overall cognitive development. By using the most natural activities of music and movement, the student develops his emotionality with the verbalization of emotional experience. Awareness of the emotions experiences as well as their correct naming is the key to the success of emotional education for students.


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