First grade emotion knowledge as a predictor of fifth grade self-reported internalizing behaviors in children from economically disadvantaged families

Fine, Sarah E.; Izard, Carroll E.; Mostow, Allison J.; Trentacosta, Christopher J.; Ackerman, Brian P.

doi:10.1017/s095457940300018x

Cited by 111 publications

(128 citation statements)

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“…Children who understand emotions well would be expected to know when to display or mask them and to accurately interpret their own and others' emotions-skills that appear to contribute to social competence. Fine, Izard, Mostow, Trentacosta, and Ackerman (2003) hypothesized that low emotion knowledge affects the quality of children's social interaction, which in turn causes social alienation and emotions such as anxiety, fear, and sadness, which further undermine social interaction. Consistent with this view, young children's emotion knowledge has been linked to their social competence (Denham & Burton, in press), and children's verbal skills (vocabulary, receptive language) have been found to predict social skills Mostow, Izard, Fine, & Trentacosta, 2002), adjustment (Ackerman, Brown, & Izard, 2003;Fine et al, 2003;Olson & Hoza, 1993), and academic skills .…”

Section: The Modelmentioning

confidence: 99%

“…Fine, Izard, Mostow, Trentacosta, and Ackerman (2003) hypothesized that low emotion knowledge affects the quality of children's social interaction, which in turn causes social alienation and emotions such as anxiety, fear, and sadness, which further undermine social interaction. Consistent with this view, young children's emotion knowledge has been linked to their social competence (Denham & Burton, in press), and children's verbal skills (vocabulary, receptive language) have been found to predict social skills Mostow, Izard, Fine, & Trentacosta, 2002), adjustment (Ackerman, Brown, & Izard, 2003;Fine et al, 2003;Olson & Hoza, 1993), and academic skills . Further, in support of the model there is evidence that emotion knowledge mediates the relations between children's verbal abilities and their social skills (and social skills did not predict emotion understanding; Mostow et al, 2002) and academic competence ) years later.…”

Section: The Modelmentioning

confidence: 99%

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Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes

Eisenberg

Sadovsky

Spinrad

2005

New Directions for Child and Adolescent Development

213

140

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Research suggests that the development of emotional regulation in early childhood is interrelated with emotional understanding and language skills. Heuristic models are proposed on how these factors influence children's emerging academic motivation and skills.Recently there has been extensive discussion of the construct of emotion-related regulation, including its conceptualization, measurement, and relation to developmental outcomes. Definitions of the construct vary, but in general emotion-related regulation refers to processes used to manage and change if, when, and how one experiences emotions and emotion-related motivational and physiological states, and how emotions are expressed behaviorally. It is accomplished in diverse ways, notably through attentional and planning processes, inhibition or activation of behavior, and management of the external context.Children's emotion-related regulation (labeled herein regulation) is increasingly viewed as a core skill relevant to many aspects of their socio-emotional and cognitive functioning. A recent Academy of Science committee concluded that "the growth of self-regulation is a cornerstone of early childhood development that cuts across all domains of behavior" (Shonkoff & Phillips, 2000, p. 3). Similarly, in a report funded by the National Institutes of Health concerning risk factors for academic and behavioral problems at the beginning of school, Huffman, Mehlinger, and Kerivan (2000) concluded that emotion regulation is critical for children's competence.Like the members of the National Academy of Science committee, we believe that regulatory skills, including those involved in managing emotions and their expression, are central to many aspects of children's functioning. However, children's emotion-related regulation and other early developing abilities likely influence one another while they are emerging. In this chapter, we discuss links between children's regulation and two emerging skills: language and emotion understanding. In addition, we review findings on the relation of all three of these constructs to developmental outcomes that have infrequently been studied in relation to regulation: school readiness and academic skills. Finally, we propose a heuristic model for the interrelations among these variables, a model that has implications for research and for interventions with young people. Kopp (1989Kopp ( , 1992 suggested that language skills provide important tools for understanding and regulating children's emotions. Young children use language as a means to influence their environment. Specifically, children may use language in agentic self-managing talk, to communicate about social interactions, or to learn about appropriate ways to manage emotions. Consistent with this view, preschoolers' language skills have been positively correlated with their ability to use distraction in a frustrating situation (Stansbury & Zimmerman, 1999). In addition, language impairment is associated with boys' difficulty with emotion regulation (even for boys w...

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Section: The Modelmentioning

confidence: 99%

Section: The Modelmentioning

confidence: 99%

Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes

Eisenberg

Sadovsky

Spinrad

2005

New Directions for Child and Adolescent Development

213

140

View full text Add to dashboard Cite

show abstract

“…The ability to understand emotion is a consistent correlate of several social and behavioral outcomes among children (for a meta-analysis, see Trentacosta & Fine, 2010), such as greater popularity (Cassidy, Parke, Butkovsky, & Braungart, 1992;Denham, McKinley, Couchoud, & Holt, 1990), fewer internalizing behaviors (Fine, Izard, Mostow, Trentacosta, & Ackerman, 2003), and more prosocial behaviors (Ensor & Hughes, 2005). Improving children's understanding of emotion is a central objective of many intervention programs for socio-emotional development, both for typically developing (e.g., Greenberg, Kusche, Cook, & Quamma, 1995) and atypically developing children (e.g., Golan et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

The understanding of emotion among young Chinese children

Tang

Harris

Pons

et al. 2017

International Journal of Behavioral Development

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The development of emotion understanding in young Chinese preschoolers was examined. The overall developmental trend, as measured by the Test of Emotion Comprehension (TEC), proved similar to that found among preschoolers in Western Europe. However, Chinese children performed better at understanding the distinction between real and apparent emotion and worse at understanding the connection between reminders and emotion. Children’s theory of mind and verbal ability were significant predictors of their ability to understand emotion.

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“…Indeed, EK in preschool children at risk predicts their social and academic competence in third grade . By age 11 years, children low in EK see themselves as anxious, depressed, and socially isolated (Fine et al 2003). Furthermore, given certain environmental conditions, and probably a genetic proneness to negative emotionality, a child can come to see others or their intentions as interesting and friendly, or as hostile or frightening.…”

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confidence: 99%

Constructing an understanding of mind: The development of children's social understanding within social interaction

2004

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Abstract:Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about their experience and beliefs (Chapman 1991;. It is through such triadic interaction that children gradually construct knowledge of the world as well as knowledge of other people. We contend that the extent and nature of the social interaction children experience will influence the development of children's social understanding. Increased opportunity to engage in cooperative social interaction and exposure to talk about mental states should facilitate the development of social understanding. We review evidence suggesting that children's understanding of mind develops gradually in the context of social interaction. Therefore, we need a theory of development in this area that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding of mind within social interaction.Keywords: language; Piaget; social interaction; theories of mind; Vygotsky; Wittgenstein et al. 1998;Symons & Clark 2000), mothers' education (Cutting & Dunn 1999), and socioeconomic circumstances (Holmes et al. 1996).Furthermore, a number of studies have found correlations between language and social understanding (e.g., Cutting & Dunn 1999; de Villers 2000; Happé 1995;Jenkins & Astington 1996). In longitudinal studies, forms of family talk about mental states have been found to be related to later success on false belief tests (e.g., Brown et al. 1996;Dunn et al. 1991a;Ruffman et al. 2002). In addition, mothers who think of their children in mentalistic terms ("mindmindedness"), and therefore, presumably talk to their children about the psychological world, have children who are more advanced in understanding beliefs than are other children (Meins & Fernyhough 1999;Meins et al. 1998). Similar correlations between family interaction and the development of children's understanding of emotions have also been reported (e.g., Dunn et al. 1991b;Hooven et al. 1995;Kuebli et al. 1995;Steele et al. 1999). In a longitudinal study, Astington and Jenkins (1999) found that earlier language abilities predict later false belief performance but earlier false belief competence does not predict later language abilities, supporting the conclusion that language is important in social cognitive development.Another source of evidence that social interaction is important for the development of a mentalistic understanding comes from research with deaf children. A number o...

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First grade emotion knowledge as a predictor of fifth grade self-reported internalizing behaviors in children from economically disadvantaged families

Cited by 111 publications

References 8 publications

Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes

Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes

The understanding of emotion among young Chinese children

Constructing an understanding of mind: The development of children's social understanding within social interaction

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