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

被引：62

作者：

Denham, S ^{[1
]}

Mason, T ^{[1
]}

Caverly, S ^{[1
]}

Schmidt, M ^{[1
]}

Hackney, R ^{[1
]}

Caswell, C ^{[1
]}

DeMulder, E ^{[1
]}

机构：

[1] George Mason Univ, Dept Psychol, Fairfax, VA 22030 USA

来源：

INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT | 2001年 / 25卷 / 04期

关键词：

D O I：

10.1080/016502501143000067

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

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.

引用

页码：290 / 301

页数：12

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[11] A FUNCTIONALIST PERSPECTIVE ON THE NATURE OF EMOTION - COMMENTARY [J].