"I Know How You Feel": Preschoolers' Emotion Knowledge Contributes to Early School Success

Autor/inn/en	Denham, Susanne A.; Bassett, Hideko H.; Brown, Chavaughn; Way, Erin; Steed, Jessica
Titel	"I Know How You Feel": Preschoolers' Emotion Knowledge Contributes to Early School Success
Quelle	In: Journal of Early Childhood Research, 13 (2015) 3, S.252-262 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X13497354
Schlagwörter	Preschool Children; Emotional Response; Success; Age Differences; Gender Differences; Socioeconomic Status; Self Control; Executive Function; Interpersonal Competence; Student Adjustment; Preschool Education; Knowledge Level; At Risk Students; Disadvantaged Youth; Affective Behavior; Surveys; Statistical Analysis; Mothers; Educational Attainment; Virginia + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Emotionales Verhalten; Erfolg; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Selbstbeherrschung; Interpersonale Kompetenz; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Wissensbasis; Benachteiligter Jugendlicher; Affective disturbance; Active behaviour; Affektive Störung; Survey; Umfrage; Befragung; Statistische Analyse; Mother; Mutter; Bildungsabschluss; Bildungsgut
Abstract	Differences in emotion knowledge by children's age, gender, and socioeconomic risk status, as well as associations of emotion knowledge with executive control, social competence, and early classroom adjustment, were investigated. On emotion knowledge, 4- and 5-year-olds scored higher than 3-year-olds, with girls showing this effect more strongly. Socioeconomic risk status and emotion knowledge were negatively related. Furthermore, executive control was found to contribute to variance in emotion knowledge. Even with age, gender, socioeconomic risk status, and executive control covaried, emotion knowledge contributed to variance in social competence. Given these covariates, it contributed only indirectly to classroom adjustment, via its contribution to social competence. Implications are discussed for practice and policy attention to emotion knowledge within social-emotional curricula and assessment, targeting the period between ages 3 and 4 years, as well as children living in poverty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01