Emotion understanding and reconciliation in overt and relational conflict scenarios among preschoolers

Abstract

This study examined emotion understanding and reconciliation in 47 (24 girls) 4–6-year-old preschool children. Participants first completed emotion recognition tasks and then answered questions regarding reconciliation tendencies and affective perspective-taking in a series of overt and relational aggressive conflict scenarios. Children’s teachers reported their overt aggression, relational aggression, and prosocial behaviors in daily life. The results indicated that children’s emotion recognition ability was associated with their reconciliation tendency in both types of conflict scenarios. Furthermore, children’s affective perspective-taking in conflicts was associated with their reconciliation tendencies in the overt aggression conflict scenarios, but not in the relational aggression conflict scenarios. Additionally, we found that children’s affective perspective-taking in overt aggression conflict scenarios was associated with their daily prosocial behaviors. The results suggest that the ability of detecting and recognizing others’ emotions may facilitate conflict reconciliation and positive peer interactions.

Social Learning with Mobile Devices in Preschool Classrooms

“…This research supports other findings, as the children initially chose their groups based on prior relationships (Dahl et al, 2013;Fabes et al, 2012;Liao et al, 2014); however, the children in this study were seen to share with other children based on resource availability. There were three iPads and five children.…”

“…Essential to cognitive development, socialization skills or lack of can create a division amongst children (Brownell et al, 2013;Dunfield, 2014;Eisenberg-Berg, 1981;Vygotsky, 1978). Children who exhibit prosocial behaviours may not want to affiliate with antisocial or aggressive children and often form friendships based on peer affiliations (Dahl et al, 2013;Eivers et al, 2012;Fabes et al, 2012;Fujisawa et al, 2008;Liao et al, 2014). In other words, children will share toys with other children who also share toys.…”

“…Relational antisocial behaviour, such as making fun of someone to intentionally upset them (Liao et al, 2014;Renouf et al, 2010;Ronald et al, 2005;Sutton et al, 1999;Yagmurlu, 2014), only occurred once. The child understood what he was doing because he only targeted Participant 4, the smallest and youngest.…”

Facial emotion recognition in children with externalising behaviours: A systematic review

“…Aggression and Externalising Behaviours -Two of the 16 studies (13%) measured aggression. These studies did not find a significant relationship between FER performance and aggression (Liao et al, 2014;Parker et al, 2013). They used community samples and a mixture of boys and girls.…”

Nas partituras das emoções: processamento de estímulos afetivos musicais e visuais em crianças e adolescentes com Síndrome de Williams

“…As crianças com melhor CE mostraram maior frequência de comportamentos pró-sociais. A capacidade de reconhecimento das emoções em situações de agressividade implícita e relacional não é fácil para crianças pequenas, uma vez que esse tipo de agressão é mais comum em crianças mais velhas, porque exige habilidades sociais e cognitivas desenvolvidas e maior experiência social (Liao et al, 2014).…”