Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations

Campbell, Susan B.; Denham, Susanne A.; Howarth, Grace Z.; Jones, Stephanie M.; Whittaker, Jessica Vick; Williford, Amanda P.; Willoughby, Michael T.; Yudron, Monica; Darling-Churchill, Kristen E.

doi:10.1016/j.appdev.2016.01.008

Cited by 130 publications

(86 citation statements)

References 153 publications

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“…Third, related with emotional socialization, research findings also highlighted the mother's The recommended assessment method for multi-dimensional construct is battery-tests Campbell et al, 2016).…”

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confidence: 99%

The Maternal Role On Emotional Competence Development of Early Childhood

Yettie¹

2019

JEHCP

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Emotional competence is a multi-dimensional construct, consists of the skills to recognize and understand emotions, express emotions appropriately, and regulate emotions. The emotional competence develops through social and emotional interactions between children and their primary caregivers, especially mother. This article aims to discuss the research findings on maternal role in children's emotional competence development. A number of research articles that examine the roles of mother on children's emotional competence obtained through online search system of electronic research articles, namely Proquest, Science Direct, and Google Scholar. The keywords used in the search were mother, maternal roles, emotional competence, emotion knowledge, emotion expression, emotion regulation, and children. A total of 20 articles were reviewed through screening steps based on inclusion and exclusion criteria. The findings show that mother plays a significant role to emotional competence of children through attachment, maternal emotional socialization, maternal emotion regulation, and maternal parenting. The maternal role is also related with cultural frames.

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confidence: 99%

The Maternal Role On Emotional Competence Development of Early Childhood

Yettie¹

2019

JEHCP

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“…Consistently with recent recommendations about the measurement of self-regulation (Campbell, 2016), this study includes more than one type of measure of self-regulation, including a direct measure, and teacher-reported measures.…”

Section: A Conceptualizing Self-regulationmentioning

confidence: 96%

The Role of Dosage and Quality of Head Start Experiences in the Development of Self-Regulation

Hurtado¹

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The present study examined how dosage and quality of preschool experiences in Head Start (HS) are associated with cognitive and behavioral self-regulation skills in kindergarten. The study included 2,383 children from the Head Start Family and Children Experiences Survey (2009). Using multiple regression (OLS), with multiple imputation methods to address missing data, and propensity score matching to address selection bias, this study examined how the number of hours a week in HS, absenteeism, and number of years (starting at 3-years of age versus at 4-years of age) was related to self-regulation.The study also examined how the quality of classroom experiences, conceptualized as domain-general and domain-specific aspects of teacher-child interactions, was related to self-regulation; and how the quality of teacher-child interactions moderated the relation between dosage and self-regulation. There we two main findings. First, an additional year in HS was the only form of dosage that was significantly associated to self-regulation in kindergarten. Children that attended one more year of HS scored 0.30 points higher on the cognitive self-regulation measure and were scored 0.32 standard deviations higher in behavioral self-regulation, as reported their teachers in kindergarten. Second, quality of domain-general of teacher-child interactions (Responsive Teaching) moderated the relation between hours a week in HS and cognitive self-regulation. In other words, children who participated in classrooms with higher-quality of teacher-child interactions benefited the most from more hours a week in HS. Findings from this study contribute to the growing body of evidence about how dosage and quality of early childhood education experiences relate to child development. Results support the importance of the investment in early childhood education amount and quality for the development of self-regulation.

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“…Annak érdekében, hogy a gyermekek szociálisan kompetens személyekké váljanak, képesnek kell lenniük arra, hogy (1) másokkal pozitív kapcsolatokat alakítsanak ki, (2) a szociális kontextusokban megfelelően kommunikálják és irányítsák, valamint (3) felismerjék és szabályozzák érzelmeiket és tevékenységeiket a társas környezet feltételeinek és interakcióinak megfelelően. Ezt a három készséget a szociális kompetencián belül általános készségeknek lehet tekinteni, mivel alapvetően kontextustól függetlenül jelennek meg (Campbell, Denham, Howarth, Jones, Whittaker, Williford, Willoughby, Yudron, & Darling-Churchill, 2016).…”

Section: A Proszociális Viselkedés Vizsgálatának Előzményei -Szociáliunclassified

“…A gyermekek szociális kapcsolatainak sikeressége többek között attól függ, hogy mennyire képesek az érzelmek tapasztalására, megfelelő kifejezésére, képesek-e megérteni társaik érzelmeit és szabályozni sajátjaikat. Az érzelmi kompetencia az első öt életévben drámai változáson megy keresztül, kifinomultabbá, szabályozottabbá válik, így a gyermekek képesek lesznek mások érzelmeit megérteni, azonosítani és együttérezni (Campbell et al, 2016).…”

Section: A Proszociális Viselkedés Fejlődéseunclassified

“…Viszont a pozitív érzelmeket kifejező gyermek mosolyog, testbeszéde azt sugallja, hogy a környezetében lévő felnőttekkel vagy kortársakkal fel szeretné venni a kapcsolatot és csatlakozhatnak hozzá aktuális tevékenységében. Az is tény, hogy a későbbiekben az érzelmileg pozitív gyermekek jobb tanulmányi teljesítményt is mutatnak, ugyanakkor a szomorú, mérges, félős gyermekekhez társaik és tanáraik negatívan viszonyulhatnak, ami miatt kevésbé lesznek képesek erőforrásaikat a tanuláshoz igazítani (Campbell et al, 2016).…”

Section: A Proszociális Viselkedés Fejlődéseunclassified

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A proszociális viselkedések egyes altípusainak vizsgálata és fejlesztése intézményes környezetben kiscsoportosok körében

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Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations

Cited by 130 publications

References 153 publications

The Maternal Role On Emotional Competence Development of Early Childhood

The Maternal Role On Emotional Competence Development of Early Childhood

The Role of Dosage and Quality of Head Start Experiences in the Development of Self-Regulation

A proszociális viselkedések egyes altípusainak vizsgálata és fejlesztése intézményes környezetben kiscsoportosok körében

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