| Description |
1 online resource (xviii, 510 pages ): illustrations |
| Contents |
Machine generated contents note: 1. Introduction -- Introduction -- The Nature of Emotion -- Emotional Experience: Emotion and Cognition Together -- Emotions as Regulators of the Behavior of Self and Others -- What Is Emotional Competence? -- Emotion Expressiveness -- Emotion Knowledge -- Emotion Regulation -- Developmental Change in Toddlers' and Preschoolers' Emotional Competence -- Individual Differences in Emotional Competence -- Intrapersonal Contributions to Individual Differences in Emotional Competence -- Interpersonal Contributions to Individual Differences in Emotional Competence -- The Complex Linkage between Emotional Competence and Social and School Success -- Interrelations among Components of Emotional Competence -- A Model of Emotional Competence -- Difficulties in the Development of Emotional Competence -- Assessment and Programming to Promote Early Childhood Emotional Competence -- Studying the Young Child's Emotional Life: This Volume and Beyond -- A Call to Action -- 2. Emotional Expressiveness: Basic Emotions and Empathy -- Introduction -- The Balance of Positive and Negative Emotions -- Frequency of Specific Emotion Displays -- Intensity of Emotion Expressions -- Duration of Specific Emotions -- Pure versus Mixed Emotion Expressions -- Speed of Emotion Onset and Recovery Time -- Attunement to Others' Emotions -- Expression and Experience of Emotions -- Information Imparted by Emotional Experience and Expression -- Summary: Experience and Expression of Emotion -- Basic Emotions: Change and Stability across Time -- Context as a Moderator of Developmental Change in Emotional Expressiveness -- Other Developments in Emotional Expressiveness of Basic Emotions -- Summary: Basic Emotions' Change over Time -- Individual Differences in Basic Emotions: Stability across Time -- Culture and Preschoolers' Expression of Basic Emotions -- Summary: Stability and Change in Basic Emotions -- A Social Emotion: Empathy -- Developmental Change in Preschoolers' Empathy -- Summary: Developmental Changes in Empathy -- Individual Differences in Young Children's Empathy -- Summary: Individual Differences in Empathy -- Moderators of the Experience of Empathy -- Summary: Moderators of Empathic Concern -- Attachment, Similarity to Victim, Gender, General Context, Emotionality, Emotion Knowledge, and Culture -- Biological Bases of Empathy -- Summary: Biological Bases for Empathy -- Summary: Empathy -- Conclusion -- 3. Emotional Expressiveness: Social Emotions and Voluntary Emotional Control -- Introduction -- The Developing Experience and Expression of Self-Conscious Emotions -- Cognitive Foundations of Self-Conscious Emotions -- Summary: Cognitive Foundations of Self-Conscious Emotions -- Differentiating among Self-Conscious Emotions: Guilt, Shame, and Pride -- Moderators of the Experience of Pride and Shame -- Summary: Moderators of the Experience of Pride and Shame -- Summary: Guilt, Shame, and Pride -- Combination Social and Self-Conscious Emotions -- Shyness -- Embarrassment -- Summary: Shyness and Embarrassment -- Voluntary Management of Emotional Expression -- Summary: Posed Expressions -- Control of Expressiveness and Adherence to Display Rules -- Summary: Display Rule Usage and Its Moderators -- Deception, or Self-Protective Expressiveness -- Summary: Voluntary Display of Emotions, Display Rule Usage, and Deception -- Conclusion -- 4. Developing Knowledge of Emotions and Emotion Regulation -- Introduction -- Labeling and Recognizing Emotional Expressions -- Summary: Labeling and Identifying Emotional Expressions -- Identifying Emotion-Eliciting Situations -- Summary: Identifying Emotional Situations -- Comprehending Causes and Consequences of Emotions -- Comprehending Causes of Specific Emotions -- Summary: Causes of Emotions -- Understanding the Consequences of Emotions -- Summary: Consequences of Emotions -- Understanding Reminders of Emotion -- Using Emotion Language -- Development in Patterns of Emotion Language Use -- Using Emotion Language within the Family -- Summary: Emotion Language -- Explaining Children's Early Emotion Knowledge -- Prototype Approach -- Event Structure Approach -- Desire-Belief Approach -- Integrating the Three Models -- Becoming Aware of Emotion Regulation Strategies -- Ways to Change Negative Emotions -- Ways to Change Positive Emotions -- Cognitive Strategies for Changing Emotions -- Summary: Awareness of Emotion Regulation Strategies -- Overall Summary and Conclusion -- 5. More Advanced Emotion Knowledge during Preschool -- Introduction -- More Sophisticated Understanding of Others' Emotional Experience -- Equivocal Situations -- Conflicting Expressive and Situational Cues to a Person's Emotion -- Use of Personalized Information -- Summary: Reconciling Unique Emotional Information -- Developing Knowledge of Complex Emotions -- Understanding Guilt -- Understanding Pride -- Summary: Understanding Guilt and Pride -- Understanding Gratitude -- Summary: Understanding Gratitude -- Developing a Knowledge of Emotion Display Rules -- Dissemblance: Real versus Apparent Emotions -- Summary: Dissemblance -- Knowledge of General Display Rules -- Summary: Display Rules -- Developing a Knowledge of Simultaneous Emotions and Ambivalence -- Summary: Mixed Emotions and Ambivalence -- Contributors to Emotion Knowledge during Early Childhood -- Emotional Expressiveness -- Self-Regulation -- Summary: Self-Regulation -- Language, Cognitive, and Motor Ability -- Summary: Language, Cognitive, and Motor Abilities -- Theory of Mind -- Summary: Theory of Mind -- Attachment -- Summary: Attachment -- Contributions of Culture to Emotion Knowledge -- Summary: Culture -- Overall Summary and Conclusions -- 6. Emotion Regulation -- Introduction -- Defining Emotion Regulation -- The Components of ER -- Summary: Defining ER -- Developmental Trajectory and Individual Differences in Emotion Regulation -- Developmental Change in ER Strategies -- Preschoolers' Developing ER Strategy Use -- Drilling Down to Small Time Periods: Dynamical Systems Analyses of ER and Its Development -- Summary: Developmental Change in ER -- Individual Differences in ER during the Preschool Period -- Summary: Individual Differences in ER -- Contributors to Individual Differences in Emotion Regulation: Emotional Expressiveness and Self-Regulation -- Emotional Expressiveness -- Summary: Emotional Expressiveness and ER -- Self-Regulation and ER -- Summary: Self-Regulation and ER -- Other Supports for Individual Differences in Emotion Regulation -- Language Ability -- Summary: Language and ER -- Emotion Knowledge -- Summary: Emotion Knowledge and ER -- Biological Bases of Emotion Regulation -- Brain Structures and ER -- The Autonomic Nervous System's Role in ER -- Summary: Biological Bases of ER -- Cultural Influences on ER -- Summary: Cultural Influences on ER -- Conclusion -- 7. Socialization of Emotional Competence and Impact on Preschoolers' Expressiveness -- Introduction -- Mechanisms of Emotion Socialization: Modeling, Teaching, and Contingency -- Socialization of Emotional Expressiveness -- Modeling Influences on Expressiveness -- Summary: Socialization of Preschoolers' Expressiveness via Parents' Own Emotions -- Contingency Influences on Expressiveness -- Summary: Supportive Contingency: Contributions to Children's Expressiveness -- Summary: Contingent Reactions to Preschoolers' Emotions -- Teaching Influences on Expressiveness -- Summary: Teaching and Preschoolers' Expressiveness -- Socialization of More Sophisticated Expressiveness: Social Emotions -- Empathic Concern -- Summary: Socialization of Empathic Concern -- Socialization of More Sophisticated Expressiveness: Self-Conscious Emotions -- Summary: Socialization of Self-Conscious Emotions -- Socialization of Display Rule Usage -- Summary: Socialization of Display Rules -- Conclusion -- 8. Socialization of Preschoolers' Emotion Knowledge and Emotion Regulation -- Introduction -- Modeling Influences on Emotion Knowledge -- Contributions of Modeling to Understanding Expressions, Situations, and Causes of Emotions -- Contributions of Modeling to Display Rule Knowledge -- Summary: Modeling Influences on Emotion Knowledge -- Contingency Influences on Emotion Knowledge -- Contributions of Supportive Contingency to Children's Emotion Knowledge -- Contributions of Nonsupportive Contingency to Children's Emotion Knowledge -- Children's Age and Gender Moderate Contingency's Contribution to Emotion Knowledge -- Summary: Contingent Reactions and Emotion Knowledge -- Teaching Influences on Emotion Knowledge -- Family Conversations about Emotions -- Emotion Conversations Predicting Preschoolers' Emotion Knowledge Assessed in Other Contexts -- Gender as a Moderator of Teaching about Emotion Knowledge -- Summary: Teaching and Emotion Knowledge -- Overall Positive Parenting Influences on Emotion Knowledge -- Summary: Overall Positive Parenting and Emotion Knowledge -- Summary: Socialization of Emotion Knowledge -- Socialization of Individual Differences in Preschoolers' ER -- Parents' Own Emotional Expressiveness and Children's ER -- Summary: Parents' Expressiveness and Children's ER -- Parents' Reactions to Children's Emotions and Children's ER -- Summary: Contingent Reactions and Young Children's ER -- Parents' Modeling of Specific ER Strategies -- Summary: Parents' Modeling of ER Strategies -- Parents' Teaching about Emotions and Children's ER -- Summary: Teaching and Children's ER -- Overall "Positive Parenting" Influences on ER -- Summary: Socialization of ER |
|
Note continued: Between- and Within-Parent Consistency as Socializers of Emotional Competence -- Direct Contributions of Parents' Emotion-Related Socialization to Social Competence -- Summary: Direct Contributions of Emotion Socialization to Preschoolers' Social Competence -- Other Socializers of Emotional Competence: Peers and Siblings -- Summary: Peer and Sibling Emotion Socialization -- Cultural Considerations in Emotion Socialization -- Expressiveness and Cultural Values for Emotion Socialization -- Reactions to Child Emotions and Cultural Values for Emotion Socialization -- Teaching about Emotions and Cultural Values for Emotion Socialization -- Relationship of Cultural Variations in Emotion Socialization to Preschoolers' Emotional Competence -- Summary: Culture and Emotion Socialization -- Overall Conclusion on Emotion Socialization and a Call for Continued Progress -- 9. Teachers' Emotion Socialization of Preschoolers' Emotional Competence -- Introduction -- Teachers' Modeling of Emotions -- Summary: Teachers' Expressiveness and Young Children's Emotional Competence -- Teachers' Reactions to Preschoolers' Emotions -- Moderators of Teachers' Contingent Reactions: Child Age, Gender, and Temperament -- Summary: Teachers' Reactions to Children's Emotions and Preschoolers' Emotional Competence -- Teaching about Emotions -- Summary: Teachers' Conversations about Emotions and Young Children's / Emotional Competence -- Teachers' Beliefs -- Summary: Teachers' Beliefs about Emotions and Young Children's Emotional Competence -- Professional Considerations for Better Early Childhood Emotion Socializers -- Teachers' Stress and Resilience Affect Their Ability to Be Emotion Socializers -- Resilience -- Summary: Teachers' Stress and Resilience and Their Emotion Socialization -- Training -- Summary: Training for Early Childhood Teachers' Emotion Socialization -- Teachers' Own Emotional Competence -- Summary: Early Childhood Teachers' Own Emotional Competence and Their Emotion Socialization -- Considering Teacher Ethnicity -- Summary: Early Childhood Teachers' Ethnicity and Their Emotion Socialization -- Conclusion -- 10. Contributions of Emotional Expressiveness, Emotion Knowledge and Emotion Regulation to Preschoolers' Social Competence -- Introduction -- Defining Outcomes of Preschool Emotional Competence -- Contributions of Emotional Expressiveness to Social Competence -- Positive Emotion and Social Competence -- Summary: Positive Emotion and Social Competence -- Negative Emotions and Social Competence -- Other Negative Emotions and Social Competence: Sadness and Shyness -- Summary: Negative Emotion and Social Competence -- Contributions of Emotional Expressiveness to Behavior Problems -- Negative Emotion and Behavior Problems -- Positive Emotions and Behavior Problems -- Summary: Expressiveness and Behavior Problems -- Contexts of Emotional Expressiveness -- Summary: Context of Emotions -- The Special Role of Empathic Concern and Other Social and Self-Evaluative Emotions -- Sympathy/Empathic Concern and Social Competence/Behavior Problems -- Summary: Empathic Concern Outcomes -- Factors That Influence the Empathic Concern/Prosocial Behavior Connection -- Summary: Factors Influencing the Empathic Concern/Social Competence Linkage -- Relationship of Other Social and Self-Evaluative Emotions with Social Competence and Behavior Problems -- Summary: Self-Conscious Emotions' Outcomes -- Self-Regulation and the Relationship of Expressiveness with Social Competence or Behavior Problems -- Summary: Self-Regulation and Expressiveness -- Summary: Expressiveness as a Whole -- Contributions of Emotion Knowledge to Social Competence -- General Emotion Knowledge and Social Competence -- Summary: General Emotion Knowledge and Social Competence -- General Emotion Knowledge and Behavior Problems -- Summary: General Emotion Knowledge and Behavior Problems -- Moderators of the Emotion Knowledge/Social Competence-Behavior Problem Linkages -- Summary: Moderation of Emotion Knowledge Contributions -- Self-Regulation and Its Role in the Relationship with Emotion Knowledge and Social Competence or Behavior Problems -- Summary: Self-Regulation and Emotion Knowledge -- Specialized Emotion Knowledge and Social Competence/Behavior Problem Outcomes: Understanding of One's Own Emotions -- Summary: Understanding One's Own Emotions -- Specialized Emotion Knowledge and Social Competence/Behavior Problem Outcomes: Less Global Indices of Understanding of Emotion -- Summary: Less Global Indices of Emotion Knowledge -- Emotion Knowledge and Less Global Indices of Social Competence -- Summary: Emotion Knowledge and Less Global Indices of Social Competence -- Summary: Emotion Knowledge and Social Competence/Behavior Problems -- Contributions of ER and Emotion Dysregulation to Social Competence and Behavior Problems -- Emotion Regulation -- Summary: ER -- Emotion Dysregulation -- Summary: Emotion Dysregulation -- Conclusion -- 11. Contributions of Emotional Expressiveness, Emotion Knowledge and Emotion Regulation to Early School Success -- Introduction -- Preschoolers' Emotional Expressiveness and School Success -- Summary: Expressiveness and Early School Success -- Preschoolers' School Success and Emotion Knowledge -- Summary: Emotion Knowledge and Early School Success -- Preschoolers' School Success and Emotion Regulation -- Summary: Emotion Regulation and Early School Success -- Interrelationships of Components of Emotional Competence and Resultant School Success -- Summary: Interrelationship of Emotional Competence Components and Early School Success -- Conclusion -- 12. Disruptions in the Development of Emotional Competence -- Introduction -- Intrapersonal Contributions to Difficulties in Emotional Competence -- Children with Autism and Emotional Competence -- Summary: Young Children with Autism and Emotional Competence -- Children with Down Syndrome and Emotional Competence -- Summary: Children with Down Syndrome and Emotional Competence -- Overall Summary: Intrapersonal Contributions to Emotional Competence -- Environmental Contributions to Difficulties in Emotional Competence -- Maltreatment and Emotional Competence -- Summary: Maltreatment and Young Children's Emotional Competence -- Parental Affective Disturbance and Emotional Competence -- Summary: Maternal Depressive Disorder and Young Children's Emotional Competence -- Mixed Contributions to Difficulties in Emotional Competence -- Disruptive Behavior Disorders -- Summary: Early Disruptive Behavior Diagnoses and Emotional Competence -- Adverse Childhood Experiences -- Summary: ACEs and Young Children's Emotional Competence -- Conclusion -- 13. Educating for Emotional Competence -- Introduction -- An Educational System for Promoting Emotional Competence -- Assessment of Emotional Competence -- Functions of SEL Assessment -- Criteria for Quality Assessment -- Summary: Choosing Assessment Tools -- Emotional Competence Assessments for Early Childhood -- Summary: Recommended Measures of Emotional Expressiveness -- Summary: Recommended Measures of Emotion Knowledge -- Summary: Recommended Measures of Emotion Regulation -- Battery Usage -- Summary: Battery Usage and Emotional Competence Assessment -- Effective Emotional Competence Programming -- Preschool PATHS -- The Incredible Years -- Al's Pals -- Emotion-Based Prevention for Head Start Children -- Preschool RULER -- Summary: Potential Emotional Competence Programming for Preschoolers -- Other Comprehensive Programs of Interest Around the World -- Summary: International Emotional Competence Programs -- Component-Specific Programs -- Summary: Component-Specific Programming -- Multicomponent "Overall" Programs -- Summary: Comprehensive Programming -- "Kernels" of Practice: Teacher Behaviors That Work for Emotional Competence -- Summary: "Kernels" of Everyday Teaching Interactions -- Parent-and Media-Based Programming for Emotional Competence -- Summary: Parent- and Media-Based Programming -- Summary: Programming -- Conclusion -- 14. Concluding Remarks -- Advice for Parents and Early Childhood Educators -- What Adults Need to Be Aware of: Emotional Competence in General -- What Adults Need to Be Aware of: Expressiveness -- What Adults Need to Be Aware of: Emotion Knowledge -- What Adults Need to Be Aware of: ER -- What Adults Can Do: Socialization Practices Specific to Emotional Competence -- Parents' Expressiveness -- Parents' Reactions to Children's Emotions -- Parents' Teaching about Emotions -- Conclusion |
| Summary |
"This engaging, authoritative text synthesizes a vast body of research on how young children develop the ability to understand, express, and manage their emotions, as well as the impact of these capacities on relationships, school readiness, and overall well-being. Illustrated with vivid vignettes, the book explains specific ways that parents, teachers, and education systems can foster or hinder emotional competence, and reviews relevant assessments and interventions. Compelling topics include emotion regulation as both product and process, cultural variations in emotion socialization, the expression of empathy and self-conscious emotions, risk factors for delays in emotional development, and connections between emotional competence and social-emotional learning (SEL). Almost entirely new, this book replaces Susanne A. Denham's influential earlier work, Emotional Development in Young Children. "-- Provided by publisher |
| Bibliography |
Includes bibliographical references (pages 437-484) and indexes |
| Notes |
Print version record |
| Subject |
Emotions in children.
|
|
Developmental psychology.
|
|
PSYCHOLOGY / Developmental / Child.
|
|
SOCIAL SCIENCE / Social Work.
|
|
Developmental psychology
|
|
Emotions in children
|
| Form |
Electronic book
|
| LC no. |
2022053677 |
| ISBN |
9781462551781 |
|
1462551785 |
|
9781462551767 |
|
1462551769 |
|
