Preschoolers at play: Co-socialisers of emotional and social competence

Abstract

Emotional competence is a contributor to young children’s social success. This study focused on these contributions from a relational perspective. The emotional expressions, and reactions to others’ emotional expressions, of 145 predominately Caucasian/middle income 3- and 4-year-olds were observed in their classrooms during unstructured play. Participants’ and playmates’ emotions and emotional responsiveness were classified into positive and negative playgroup types. Participants’ social competence was measured using peers, teachers, and parents as informants. Results indicate that preschoolers in playgroups characterised by anger and negative emotional responsiveness are evaluated as lacking in social competence up to a year later. Additionally, security of attachment and externalising temperament predicted membership in such playgroups. These effects held true more often for boys.

Theoretical Models of Affectionate Versus Affectionless Control in Anxious Families: A Critical Examination Based on Observations of Parent–Child Interactions

“…In a later paper (Rubin, Cheah, & Fox, 2001), they recognize that the affective tone of interactions between children who are anxious or inhibited and their mothers is mixed with some studies finding high levels of affection or warmth (cf. Denham et al, 2001;Park, Belsky, Putnam, & Crnic, 1997) and others finding more negative affective interactions (cf. LaFreniere & Dumas, 1992).…”

Emotional Cognition: Theory of Mind and Face Recognition

“…Around the second year of life, when the child is able to verbalize, he or she is able to more clearly identify emotional states (Luminet & Lenoir, 2006, p. 283). Most authors point out that positive emotions (such as joy) are recognized (around 3 years) before the negative emotions (such as anger, sadness and fear) (Brun, 2001a;Cole, 1986;Denham, 1998;Field & Walden, 1982;Denham, McKinley, Couchoud, Holt, 1990;Denham et al, 2001Denham et al, , 2003Leppanen & Hietanen, 2001;Saarni, 1999;Saarni et al, 1998). Other emotions, such as surprise and disgust, are recognized later, at around 5-6 years of age (Gosselin, 2005;Leppanen & Hietanen, 2001;Luminet & Lenoir, 2006;Widen & Russel, 2002).…”

Intellectual Ability, Self-perceived Social Competence, and Depressive Symptomatology in Children with High-functioning Autistic Spectrum Disorders

“…Extensive research on normal populations has shown that social impairment correlates positively with depression (Blechman, McEnroe, Carella, & Audette, 1986;Chan, 1997;Cole, 1990;Vanger, 1987;Youngren & Lewinsohn, 1980) and loneliness (Galanaki & Kalantzi-Azizi, 1999), and is a predictive factor in future life successes (Denham et al, 2001). Difficulty developing social competence, a distinct characteristic of ASD, directly affects behavioural and emotional adjustment in these individuals (Howlin & Goode, 1998;Meyer et al, 1990).…”