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Author: Hilary Margret Gould
Publisher:
ISBN:
Category :
Languages : en
Pages : 28
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Book Description
Many studies have documented the importance of emotional knowledge for later social competence in typical children (e.g., Denham, 1986; Dunn & Cutting, 1999; Schultz, Izard, Ackerman, & Youngstrom, 2001). However, less is known about the factors that lead to the development of these skills, or the growth trajectories of these skills in children with developmental disabilities. The aims of this longitudinal study were: (1) to examine the specificity and uniqueness of emotional understanding and expression in atypical populations, and (2) to identify if joint attention skills in early development are predictive of greater emotional understanding and increased positive reported expression of emotions at an older age. The initial sample consisted of 135 children: 37 with a diagnosis of an autism spectrum disorder (ASD), 66 with Down syndrome (DS), and 32 with other developmental delays (DD). At entry children were rated on initiations and responses to joint attention at a mean age of 3.17 years. At follow-up, 122 of the original children were assessed again, at a mean age of 10.7 years, on emotional labeling, identification, expression, and empathy. The ASD group had a lower rate of responding to joint attention at entry. Diagnostic group differences were also found for the DD group, with more negative expressed emotions as rated by parents, but there were no difference in teacher report of negative expressed emotions in the classroom. The DS group performed significantly worse on a number of expressive measures: labeling of negative emotions, identification of both positive and negative emotions, and empathy to a positive vignette. However, when given the same tasks receptively, the DS group did not perform significantly different than the other two diagnostic groups. Early initiations of nonverbal joint attention gestures predicted greater parent reported positive emotional expression, holding diagnostic groups constant with a coefficient of determination equal to .224. These results suggest that improvements in joint attention at a young age may have long-term consequences for later expressive affect in children with developmental disabilities. These data are consistent with other research that has found concurrent associations between joint attention and positive affect (Kasari et al., 1990) and increases in positive affect due to joint attention training (Lawton & Kasari, 2012).
Author: Hilary Margret Gould
Publisher:
ISBN:
Category :
Languages : en
Pages : 28
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Book Description
Many studies have documented the importance of emotional knowledge for later social competence in typical children (e.g., Denham, 1986; Dunn & Cutting, 1999; Schultz, Izard, Ackerman, & Youngstrom, 2001). However, less is known about the factors that lead to the development of these skills, or the growth trajectories of these skills in children with developmental disabilities. The aims of this longitudinal study were: (1) to examine the specificity and uniqueness of emotional understanding and expression in atypical populations, and (2) to identify if joint attention skills in early development are predictive of greater emotional understanding and increased positive reported expression of emotions at an older age. The initial sample consisted of 135 children: 37 with a diagnosis of an autism spectrum disorder (ASD), 66 with Down syndrome (DS), and 32 with other developmental delays (DD). At entry children were rated on initiations and responses to joint attention at a mean age of 3.17 years. At follow-up, 122 of the original children were assessed again, at a mean age of 10.7 years, on emotional labeling, identification, expression, and empathy. The ASD group had a lower rate of responding to joint attention at entry. Diagnostic group differences were also found for the DD group, with more negative expressed emotions as rated by parents, but there were no difference in teacher report of negative expressed emotions in the classroom. The DS group performed significantly worse on a number of expressive measures: labeling of negative emotions, identification of both positive and negative emotions, and empathy to a positive vignette. However, when given the same tasks receptively, the DS group did not perform significantly different than the other two diagnostic groups. Early initiations of nonverbal joint attention gestures predicted greater parent reported positive emotional expression, holding diagnostic groups constant with a coefficient of determination equal to .224. These results suggest that improvements in joint attention at a young age may have long-term consequences for later expressive affect in children with developmental disabilities. These data are consistent with other research that has found concurrent associations between joint attention and positive affect (Kasari et al., 1990) and increases in positive affect due to joint attention training (Lawton & Kasari, 2012).
Author: Michael Lewis
Publisher: Psychology Press
ISBN: 1317779355
Category : Psychology
Languages : en
Pages : 306
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Book Description
Early emotional development, emotional regulation, and the links between emotion and social or cognitive functioning in atypically developing children have not received much attention. This lack is due in part to the priorities given to the educational and therapeutic needs of these children. Yet an understanding of the basic emotional processes in children with atypical development can only serve to promote more effective strategies for teaching and intervening in the lives of these children and their families and may contribute to our understanding of basic emotional processes as well. When referring to "emotions," the editors mean some complex set of processes or abilities, whether or not the topic is normal or atypical development. Specifically, they use the term "emotion" to refer to at least three things -- emotional expressions, emotional states, and emotional experiences. The focus of this volume, these three aspects of emotional life are affected by socialization practices, maturational change, and individual biological differences including, in this case, differences in children as a function of disability. Contributors examine the development of emotions in children with organic or psychological disorders as well as those in compromised social contexts making this volume of prime importance to developmental, clinical, and social psychologists, educators, and child mental health experts.
Author: Daniela Bulgarelli
Publisher: Frontiers Media SA
ISBN: 2889452689
Category :
Languages : en
Pages : 205
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Book Description
The current book addresses the development of mental state understanding in children with typical and atypical population, and reports new suggestions about the way to evaluate it and to support it through training. The presented frame is multifaceted. In respect to typical populations, the role of maternal reflective functioning, language, communication, and educational contexts has been deepened; and the association with internalizing/externalizing behaviors, performances in spatial tasks and pragmatics has been addressed as well. As to atypical populations, deficits in mental states understanding are reported for children with different developmental disorders or impairments, as the agenesis of the corpus callosum, Down Syndrome, preterm birth, Autism Spectrum Disorder, hearing impairment and personality difficulties such as anxiety. Overall, the papers collected in our book allow a better understanding of the mechanisms influencing mental state understanding and the effects of mental state comprehension on development.
Author: Sara Corll Thayer
Publisher:
ISBN:
Category : Child psychology
Languages : en
Pages : 176
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Book Description
Early emotional competencies--emotion expression, emotion understanding, and emotion regulation--are believed to be the foundation of social success. There are few studies, however, that have considered how early emotional competencies co-develop and interrelate, and how they predict social competence within and across time for diverse samples. Further, analyses often fail to account for group-level variance. The current study addresses these shortcomings with a sample of children who attended either a Head Start or a private preschool. Specifically, correlations were conducted to assess the nature of relations among emotional competencies across in the fall (Time 1) and spring (Time 2) of one academic year for 3- and 4- year-old preschool children; two-level hierarchical models were used to predict preschool social competence in the spring from sex, age, and emotional competencies in both the fall and spring; hierarchical regressions were conducted in the prediction of kindergarten social competence from preschool emotional competence; and finally the overall model from each time in preschool were fit separately to children attending Head Start versus children attending private preschool. Interrlations among emotional competences were inconsistent from fall to spring. Across the preschool and kindergarten models, emotion knowledge and negative expressions of emotion and aggression were implicated as important predictors of social competence. Less clear was the role of the positive engagement aspect of emotion regulation. Additionally, the final models predicting social competence in preschool fit both subsamples, suggesting that children from diverse backgrounds follow similar social-emotional trajectories in preschool. Results also imply that bolstering emotion knowledge and lessening the degree to which children express negative emotions and behavior in preschool children may have beneficial short-term social outcomes.
Author: Sara Corll Thayer
Publisher:
ISBN:
Category : Child psychology
Languages : en
Pages : 0
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Book Description
Early emotional competencies--emotion expression, emotion understanding, and emotion regulation--are believed to be the foundation of social success. There are few studies, however, that have considered how early emotional competencies co-develop and interrelate, and how they predict social competence within and across time for diverse samples. Further, analyses often fail to account for group-level variance. The current study addresses these shortcomings with a sample of children who attended either a Head Start or a private preschool. Specifically, correlations were conducted to assess the nature of relations among emotional competencies across in the fall (Time 1) and spring (Time 2) of one academic year for 3- and 4- year-old preschool children; two-level hierarchical models were used to predict preschool social competence in the spring from sex, age, and emotional competencies in both the fall and spring; hierarchical regressions were conducted in the prediction of kindergarten social competence from preschool emotional competence; and finally the overall model from each time in preschool were fit separately to children attending Head Start versus children attending private preschool. Interrlations among emotional competences were inconsistent from fall to spring. Across the preschool and kindergarten models, emotion knowledge and negative expressions of emotion and aggression were implicated as important predictors of social competence. Less clear was the role of the positive engagement aspect of emotion regulation. Additionally, the final models predicting social competence in preschool fit both subsamples, suggesting that children from diverse backgrounds follow similar social-emotional trajectories in preschool. Results also imply that bolstering emotion knowledge and lessening the degree to which children express negative emotions and behavior in preschool children may have beneficial short-term social outcomes.
Author: Vanessa LoBue
Publisher: Springer
ISBN: 3030173321
Category : Psychology
Languages : en
Pages : 828
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Book Description
This handbook offers a comprehensive review of the research on emotional development. It examines research on individual emotions, including happiness, anger, sadness, fear, and disgust, as well as self-conscious and pro-social emotions. Chapters describe theoretical and biological foundations and address the roles of cognition and context on emotional development. In addition, chapters discuss issues concerning atypical emotional development, such as anxiety, depression, developmental disorders, maltreatment, and deprivation. The handbook concludes with important directions for the future research of emotional development. Topics featured in this handbook include: The physiology and neuroscience of emotions. Perception and expression of emotional faces. Prosocial and moral emotions. The interplay of emotion and cognition. The effects of maltreatment on children’s emotional development. Potential emotional problems that result from early deprivation. The Handbook of Emotional Development is an essential resource for researchers, clinicians/professionals, and graduate students in child and school psychology, social work, public health, child and adolescent psychiatry, pediatrics, and related disciplines.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Carolyn Saarni
Publisher: CUP Archive
ISBN: 9780521407779
Category : Psychology
Languages : en
Pages : 410
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Book Description
This volume assembles the most recent thinking and empirical research from key theorists and researchers on how children, from preschool through early adolescence, make sense of their own and others' emotional experience. Contributors discuss the control of emotion, the role of culture, empathic experience, and the emerging theory of mind that is implicit in children's views of emotion. Annotation copyrighted by Book News, Inc., Portland, OR
Author: Jacqueline Nadel
Publisher: Oxford University Press, USA
ISBN: 9780198528845
Category : Philosophy
Languages : en
Pages : 484
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Book Description
In this volume an outstanding group of scientists consider emotional development from fetal life onwards. The book includes views from neuroscience, primatology, robotics, psychopathology, and prenatal development. The first book of its kind, this book will be of major interest to all those interested in emotion, from the fields of social, developmental, and clinical psychology, to psychiatry, and neuroscience.
Author: Judy Garber
Publisher: Cambridge University Press
ISBN: 052136406X
Category : Family & Relationships
Languages : en
Pages : 352
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Book Description
Provides a developmental perspective of the regulation and dysregulation of emotion, in particular, how children learn about feelings and how they learn to deal with both positive and negative feelings. Emotion regulation involves the interaction of physical, behavioral, and cognitive processes in response to changes in one's emotional state. The changes can be brought on by factors internal to the individual (e.g. biological) or external (e.g. other people). Featuring contributions from leading researchers in developmental psychopathology, the volume concentrates on recent theories and data concerning the development of emotion regulation with an emphasis on both intrapersonal and interpersonal processes. Original conceptualizations of the reciprocal influences among the various response systems--neurophysiological-biochemical, behavioral-expressive, and subjective-experiential--are provided, and the individual chapters address both normal and psychopathological forms of emotion regulation, particularly depression and aggression, from infancy through adolescence. This book will appeal to specialists in developmental, clinical, and social psychology, psychiatry, education, and others interested in understanding the developmental processes involved in the regulation of emotion over the course of childhood.
