Intuitive Theories of Parenting and the Development of Emotion Understanding in Preschoolers

Abstract

Emotion understanding develops intensively in preschool and junior school. Although the parent/family environment has been shown to affect the development of emotion understanding in children, very little research has examined examined how parents’ view upbringing and education and how they are related to their child’s emotion understanding, given that the intuitive theories of parenting are reflected in actual parent behavior. This study fills this gap in the literature and examines the links between children’s ability to understand emotions and their parents’ intuitive theories of parenting. The sample was 171 5- to 6-year-old children and their parents. Analyses revealed a significant relation between intuitive theories of parenting and children’s emotion understanding. In particular, the intuitive attitude of uninvolved parenting was associated with the understanding of mental causes of emotions and the overall level of emotion understanding in preschool children. Integrating these results will allow us to reach more informed conclusions about the role of parental beliefs in the development of emotion comprehension in preschool children.

A theoretical approach to early childhood education and its relation to the emotional development in early childhood

“…Regarding research approaches, it was found that 69.2 % (n=36) used the qualitative type, 26.9 % (n=14) corresponded to quantitative studies, and 3. A high percentage of investigations used samples of 106-307 subjects from 0 to 6 years of age, among which the following stand out: i) surveys of 171 Russian children from 5 to 6 years of age with their respective parents to analyze the theories of parenthood and the understanding of children's emotions (27); ii) evaluation of a diagnostic test on child development in which 224 Colombian children from 2 months to 5 years of age participated together with their parents (28); analysis of emotional competencies and comparison of the influence of the child's sex on the emotional development of 123 Spanish children (29).…”

“…Bisquerra et al (8) state that the family context is the ideal space for the development of emotional competencies. And the family sociodemographic conditions, the educational level, and the economic income of the parents indicate unfavorable actions for the development of children (9). Therefore, it is essential to rethink the importance of the family and the influence of emotional development in early childhood education.…”

Career awareness linkage strategies to support learning career education and STEM education

“…Early childhood is a period of discovery, and the preferences, aptitudes, and interests formed during this period may change over time. The most important attributes and competencies for overall child development were the ability to recognize one's own emotions (Bukhalenkova et al, 2021), to form one's attitude, to build one's character, to develop one's personality, and to learn competence that could form one's identity and be used in a variety of situations. Essentially, transferable, and soft skills like teamwork, communication, achievement accumulation, task management, integrity, fairness, ethics, etc., could be taught from early childhood (Monkeviciene et al, 2020) The Thai national education policy has provided opportunities for the development of children and youth by giving them room to enjoy the freedom of thought and free play, and by creating various opportunities for them to study.…”

Современное Материнство В Сельской Местности Азербайджана: Карьера, Семья И Ценности Воспитания

“…Опросник на выявление интуитивных теорий воспитания в целом пока не прошел проверку валидности, также, как и на российской выборке (Бухаленкова и др., 2021; Bukhalenkova et al, 2021). При этом результаты проверки внутренней надежности по шкалам в исследованиях на российских и азербайджанских мамах очень схожи.…”