Preschool teachers' socialization of emotion knowledge: Considering socioeconomic Risk

Denham, Susanne A.; Ferrier, David E.; Bassett, Hideko H.

doi:10.1016/j.appdev.2020.101160

Cited by 29 publications

(20 citation statements)

References 71 publications

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“…In terms of teachers' positive emotional expressiveness and its negative association with anger/aggression and anxiety/social withdrawal, teachers may use positive emotion to help children with behavioral problems to regulate their emotions and behaviors and provide them with the motivation to respond positively to both teachers and peers (see Daley et al, 2005; Denham et al, 2020). Teachers use positive emotional expressiveness as a resource to elicit compliance from children high in anger and aggression or to initiate positive social exchanges with children who are anxious and avoid classroom interactions (Coplan & Prakash, 2003).…”

Section: Discussionmentioning

confidence: 99%

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Teachers' emotional expressiveness and classroom management practices: Associations with young students' social‐emotional and behavioral competence

Πούλου

Garner

Bassett

2021

Psychology in the Schools

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Using data from 832 kindergarten and first grade primary teachers and 662 of their students, the current study investigated teachers' use of behavioral and instructional classroom practices and whether these strategies moderated associations between teachers' expressions of positive and negative classroom emotion and students' social‐emotional and behavioral competence. Results indicated that teachers' positive expressiveness positively predicted young students' social competence and was inversely related to negative child outcomes, irrespective of teachers' behavioral and instructional classroom management practices. In contrast, teachers' negative emotional expressiveness positively predicted students' anger/aggression, but only when teachers reported using controlling and teacher‐centered approaches to classroom behavioral management. At the same time, teachers' negative expressiveness predicted low levels of student anger/aggression when teachers reported more child‐centered instructional management approaches. Findings contribute to the understanding of the intersection of teachers' expressiveness and their classroom management practices for explaining children's social‐emotional and behavioral competence in early childhood classrooms.

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Section: Discussionmentioning

confidence: 99%

“…In the current sample, Cronbach's alpha was .86 for positive expressiveness and .85 for negative expressiveness. Validity of the measure is indicated by findings that show that teachers' scores on the scales meaningfully predict young students' understanding and regulation of emotions (Denham et al, 2020; Morris et al, 2013).…”

Section: Methodsmentioning

confidence: 99%

Teachers' emotional expressiveness and classroom management practices: Associations with young students' social‐emotional and behavioral competence

Πούλου

Garner

Bassett

2021

Psychology in the Schools

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“…Other studies reported that parents who speak with their young children about feelings teach them about the affective meaning of objects and actions, the circumstances in which a certain emotion should be expressed and the consequences of emotional expression (Brown et al, 1996; Dunn et al, 1987; Salmon & Reese, 2016). Young children whose parents and teachers speak to them about feelings have a greater understanding of feelings than children whose parents do not speak about feelings (Denham et al, 2020; Tompkins et al, 2018). It is possible that the mediation of meaning performed in the present study contributed to the postviewing reduction in aggressive behavior by allowing the children to better understand the situation, to refer more to the feelings that conflict arouses, to be more aware of the feelings inherent in a given situation, to understand the victim’s feelings, and thus to use other tools to resolve the conflicts they encountered while playing together.…”

Section: Discussionmentioning

confidence: 99%

The contribution of face-to-face and embedded mediation to early childhood aggression after watching violent media content.

Shany

Yablon

2021

Psychology of Violence

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Objective: Many studies demonstrated that watching violent media content reinforces violent behavior in young viewers, and stress the need for successful interventions for moderating this negative effect. Based on the theoretical perspective of the mediation theory, which emphasizes the caregiver's role in child development and defines it as an interactional process in which caregivers modify stimuli for the developing child, the purpose of the present study was to examine the mitigating effect of instructive mediation on young children's violent behavior resulting from watching violent media content. The contribution of a new conceptualization of mediation embedded in the programs themselves was investigated, in addition to faceto-face mediation. Method: An experimental research design was used. The participants included 216 children (114 boys and 102 girls) aged 4-7 years (M = 5.11, SD = 7.78) from 14 kindergartens. The children in each kindergarten were randomly divided into seven groups. Each group watched the same episode from a violent children's cartoon television show, with a different type of mediation. Results: Both face-to-face and embedded mediation reduced violent behavior after watching violent content. Examination of the effects of different mediation measures on violent behavior showed that mediation of meaning had the strongest positive effect. Conclusions: Face-to face and embedded mediation may have an important positive effect on children when parental or other adult mediation is absent and may have specific importance for dealing with new platforms of communication media used by children.

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“…Some studies take into account the socioeconomic background of the children's families and specialize in the emotion knowledge of children from low-income families (69)(70)(71)(72). Studies agree that, on average, children from less privileged households tend to display less emotion knowledge than children from middle class families (59,(73)(74)(75).…”

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

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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.

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Preschool teachers' socialization of emotion knowledge: Considering socioeconomic Risk

Cited by 29 publications

References 71 publications

Teachers' emotional expressiveness and classroom management practices: Associations with young students' social‐emotional and behavioral competence

Teachers' emotional expressiveness and classroom management practices: Associations with young students' social‐emotional and behavioral competence

The contribution of face-to-face and embedded mediation to early childhood aggression after watching violent media content.

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

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