Emotions and Social Development in Childhood

Salisch, Maria von; Voltmer, Katharina; Miller‐Slough, Rachel L.; Chin, Jui‐Chih; Denham, Susanne A.

doi:10.1002/9781119679028.ch34

Cited by 4 publications

(2 citation statements)

References 94 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Noteworthy is also the large proportion (43%) of children with foreign‐born parents, which corresponds to their number in representative samples in this region of Germany (e.g., Bock‐Famulla et al., 2018). Limitations include the sample of young children from one city in one country, given cultural differences in emotion knowledge (von Salisch et al., in press). Participating centers of early childhood education may have been particularly interested in fostering children's development.…”

Section: Discussionmentioning

confidence: 99%

The feeling thinking talking intervention with teachers advances young children's emotion knowledge

Voltmer

Salisch

2022

Social Development

Self Cite

View full text Add to dashboard Cite

Because emotion knowledge and language skills each contribute to children's success in school and life, the Feeling Thinking Talking (FTT) intervention combines the advancement of language skills and of emotion knowledge in teachers’ child‐directed conversations. Teachers from centers of early childhood education in Germany were taught language support strategies (LSS) and how to apply them during emotion talk while reading picture books, while reminiscing about emotional events, and in everyday conversations with the children in their care. The evaluation of the FTT intervention entailed a comparison between the FTT group (N = 43) and a business‐as‐usual (BAU) control group (N = 67) with N = 110 children (Mage = 49.41 months, range = 33–66 months at T1) who were individually tested using objective tests on receptive vocabulary and emotion knowledge before (T1) and after the FTT intervention (T2), and in a follow‐up 3–6 months later (T3). After a multiple imputation procedure, mixed multilevel models indicated that the children taught by the FTT group teachers made faster progress in their emotion knowledge than their agemates in the BAU condition, especially in their knowledge of mixed emotions, when numerous covariates were controlled. Results suggest that young children's emotion knowledge can be promoted alongside with language skills by a teacher‐led intervention supporting child‐directed emotion talk in early childhood education. Discussion focuses on emotion talk as the mechanism for the transmission of emotion knowledge.

show abstract

Section: Discussionmentioning

confidence: 99%

The feeling thinking talking intervention with teachers advances young children's emotion knowledge

Voltmer

Salisch

2022

Social Development

Self Cite

View full text Add to dashboard Cite

show abstract

“…Differences in the rules of when and how emotions are to be expressed and talked about as well as different socialization processes within families of children from different cultures, offer further conclusive explanations for these differences (80)(81)(82). Children from immigrant families do not only have to acquire typical situational causes and expression and feeling rules in their own culture, but they also have to learn these rules in the majority culture (83).…”

Section: Emotion Knowledge and Sociodemographicsmentioning

confidence: 99%

The Adaptive Test of Emotion Knowledge for 3-to 9-Year-Olds: Psychometric Properties and Validity

Voltmer

Salisch

2022

Front. Psychiatry

Self Cite

View full text Add to dashboard Cite

Children with an advanced knowledge of emotions are generally more socially competent, less likely to suffer from psychopathology, and more likely to succeed in school, both socially and academically. The assessment of children's emotion knowledge has thus gained importance in recent decades - both in psychiatric practice and in developmental and educational psychology. However, there is still a lack of appropriate instruments for assessing children's emotion knowledge in a performance test reliably, and for a broad age range. The Adaptive Test of Emotion Knowledge (ATEM 3–9) is a newly developed measure which encompasses seven components of emotion knowledge in 3–9-year-olds. The ATEM 3–9 is an adaptive test which uses skip and dropout rules to adjust for children's varying levels of knowledge. In addition to German, the ATEM has been translated into English and Hebrew. The German norming sample of the ATEM 3–9 comprises N = 882 (54% female, 21% bilingual) children between the ages of 3 and 9 years, who were divided into seven age groups. Test items, which are ordered according to the item response theory, showed a good fit to a seven-dimensional model reflecting the seven components. The internal consistencies of the dimensions are acceptable to good. Construct validity was examined by means of correlations with other measures of emotion knowledge, as well as measures on language skills and executive functions in a subsample. This resulted in medium size correlations in the expected directions. In addition, children with externalizing and internalizing disorders who were recruited in psychiatric in- and outpatient clinics showed deficits in various components of emotion knowledge when compared to their agemates in the norming sample. Overall, the ATEM 3–9 is well suited to measure individual components of emotion knowledge in children and to obtain a differentiated picture of the various aspects of emotion knowledge. The ATEM 3–9 thus supports the investigation of the development of social-emotional competencies in normative development (e.g., school readiness) and in social-emotional-learning interventions. Furthermore, it is suitable as an instrument for the differentiated assessment of (progress of) children's emotion knowledge in clinical child psychology and psychiatry.

show abstract

A cultural comparison of children’s emotion knowledge: Data from two cultures

Schapira,

von Salisch,

Voltmer

2024

International Journal of Behavioral Development

View full text Add to dashboard Cite

Knowing about emotions is vital for children’s school adjustment, well-being, and future social relationships. Whereas experiencing emotions is a universal psychological process at the biological level, how emotions are categorized and communicated is shaped by culture. Most studies have investigated cultural differences in emotion (knowledge) in Western and Eastern cultures. To compare emotion knowledge within Western countries, N = 585 children from Germany and N = 100 children from Israel in the two age groups preschool (42–71 months) and primary school (72–89 months) were interviewed with the Adaptive Test of Emotion Knowledge for Three- to Nine-Year-Olds (ATEM 3-9). Generalized linear models (GLMs) indicate that children from Israel showed higher levels of emotion knowledge in the total score and in all seven components of emotion knowledge than their agemates from Germany. These results highlight the importance of differences in family structure and values within Western countries. It is important to determine the various factors and the socialization in the family and in educational institutions that influence emotion knowledge in Germany and Israel.

show abstract

Emotions and Social Development in Childhood

Cited by 4 publications

References 94 publications

The feeling thinking talking intervention with teachers advances young children's emotion knowledge

The feeling thinking talking intervention with teachers advances young children's emotion knowledge

The Adaptive Test of Emotion Knowledge for 3-to 9-Year-Olds: Psychometric Properties and Validity

A cultural comparison of children’s emotion knowledge: Data from two cultures

Contact Info

Product

Resources

About