Emotions Matter: The moderating role of emotional labour on preschool teacher and children interactions – Early Child Development And Care

ABSTRACT Teachers’ emotions in the classroom shape their ability to nurture positive relationships with young children. There is increasing interest in understanding how teachers manage and express their emotions on the job through the use of emotional labour, or the deliberate expression or suppression of emotions to achieve organizational goals. This study investigates how preschool … [Read More] Emotions Matter: The moderating role of emotional labour on preschool teacher and children interactions – Early Child Development And Care

Children’s Socio-emotional, Physical, and Cognitive Outcomes: Do they share the same drivers? – Australian Journal of Psychology

ABSTRACT It is commonly asserted that the same, or similar, risk factors are associated with a wide range of problematic child and adolescent outcomes such as educational, social and emotional problems, and poor health. This argument underpins calls for preventive approaches that target common causal drivers. However, the argument rests largely on the compilation of … [Read More] Children’s Socio-emotional, Physical, and Cognitive Outcomes: Do they share the same drivers? – Australian Journal of Psychology

Who’s at Risk? Expanding the categorical understanding of children at risk of social exclusion through measures of self-esteem – Nordic Social Work Research

ABSTRACT A strong focus on early intervention involves broad categories by which to assess children at risk of social marginalisation. Most of these categories relate to family characteristics and qualities. In this article, we explore social vulnerability from children’s perspectives and consider whether their self-esteem provides evidence for risk of social marginalisation, here understood as … [Read More] Who’s at Risk? Expanding the categorical understanding of children at risk of social exclusion through measures of self-esteem – Nordic Social Work Research

Parent Emotion Socialization and Children’s Socioemotional Adjustment: When is supportiveness no longer supportive? – Social Development

ABSTRACT Parents’ supportive emotion socialization behaviors promote children’s socioemotional competence in early childhood, but the nature of parents’ supportiveness may change over time, as children continue to develop their emotion-related abilities and enter contexts that require more complex and nuanced social skills and greater autonomy. To test whether associations between parents’ supportiveness of children’s negative … [Read More] Parent Emotion Socialization and Children’s Socioemotional Adjustment: When is supportiveness no longer supportive? – Social Development

Does Training Toddlers in Emotion Knowledge Lead to Changes in Their Prosocial and Aggressive Behavior Toward Peers at Nursery? – Early Education and Development

ABSTRACT Research Findings: Within the flourishing area of research demonstrating the efficacy of emotion-based interventions carried out by trained teachers in educational contexts in increasing children’s emotional skills, this study makes an original contribution to the existing literature by focusing on the effects of this kind of intervention on toddlers’ prosocial and aggressive behavior. Ninety-five … [Read More] Does Training Toddlers in Emotion Knowledge Lead to Changes in Their Prosocial and Aggressive Behavior Toward Peers at Nursery? – Early Education and Development

Parents’ Beliefs about Children’s Emotions, Children’s Emotion Understanding, and Classroom Adjustment in Middle Childhood – Social Development

ABSTRACT To explore how parental socialization of emotion may influence children’s emotion understanding, which then guides children’s interpretations of emotion-related situations across contexts, we examined the pathways between socialization of emotion and children’s adjustment in the classroom, with children’s emotion understanding as an intervening variable. Specifically, children’s emotion understanding was examined as a mediator of … [Read More] Parents’ Beliefs about Children’s Emotions, Children’s Emotion Understanding, and Classroom Adjustment in Middle Childhood – Social Development

Temperament Dimensions in Preschool Children: Links With Cognitive and Affective Theory of Mind-Early Education and Development – Early Education and Development

ABSTRACT Research Findings: The present cross-sectional study investigated the question of whether 6 different temperament dimensions (inhibition to novelty, social orientation, motor activity, positive emotionality, negative emotionality, and attention) influenced cognitive and affective theory of mind (ToM) in 168 children (86 three/four-year-olds and 82 four/five-year-olds). Temperament was measured via a parent-report questionnaire, cognitive ToM via … [Read More] Temperament Dimensions in Preschool Children: Links With Cognitive and Affective Theory of Mind-Early Education and Development – Early Education and Development

WEBINAR: The Costly Consequences of Not Being Socially and Behaviorally Ready by Kindergarten – National Conference of State Legislatures

This webinar presents research findings from a study on the consequences that can occur when school readiness skills are lacking in the area of social-behavioral development. These consequences include grade retention, suspensions/expulsions, and receipt of support services. Presenters from Colorado discuss solutions, strategies, and policy options designed to promote readiness skills in young children prior … [Read More] WEBINAR: The Costly Consequences of Not Being Socially and Behaviorally Ready by Kindergarten – National Conference of State Legislatures

From Kantian to Machiavellian Deceivers: Development of children’s reasoning and self-reported use of secrets and lies – Childhood

ABSTRACT This article examines developmental differences in children’s reasoning about secrecy and lying as well as their use of these behaviors in two studies. Study 1 explored children’s (N = 66, 8–15 years) reasoning about the circumstances in which secrecy and lying are acceptable. Study 2 analyzed children’s (N = 50, 8–15 years) actual reported … [Read More] From Kantian to Machiavellian Deceivers: Development of children’s reasoning and self-reported use of secrets and lies – Childhood

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Posts are for information purposes and do not constitute endorsement by the Brotherhood of St Laurence