Building Young Children's Emotional Competence and Self-Regulation from Birth: The "Begin to…ECSEL" Approach

Autor/inn/en	Housman, Donna K.; Denham, Susanne A.; Cabral, Howard
Titel	Building Young Children's Emotional Competence and Self-Regulation from Birth: The "Begin to…ECSEL" Approach
Quelle	In: International Journal of Emotional Education, 10 (2018) 2, S.5-25 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2073-7629
Schlagwörter	Young Children; Emotional Development; Interpersonal Competence; Self Control; Child Development; Social Development; Emotional Intelligence; Empathy; Prosocial Behavior; Resilience (Psychology); Attachment Behavior; Aggression; Intervention; Prevention; Child Behavior + Suchen Sie Ihr Suchwort? Frühe Kindheit; Gefühlsbildung; Interpersonale Kompetenz; Selbstbeherrschung; Kindesentwicklung; Soziale Entwicklung; Emotionale Intelligenz; Empathie; Attachment; Bindungsverhalten; Prävention; Vorbeugung
Abstract	Neuroscientific advances and child development studies show 0-6 years represents a sensitive period for the development of emotional competence--the ability to identify, understand, express and regulate emotion, all foundational to self-regulation. Research suggests optimum teaching of emotional competence and self-regulation skills from birth is through interventions emphasizing co-regulation. This study aimed to examine "begin to…ECSEL," an emotional cognitive and social early learning approach that promotes emotional competence and self-regulation by teaching emotion knowledge and emotion regulation through causal talk and causal talk in the emotional experience. The study collected data over three years from 100 students, aged 2-6, receiving "begin to…ECSEL." Study goals were to: (1) examine growth over one academic year among students receiving "begin to…ECSEL" on measures of attachment/relationship, initiative, self-regulation, emotion knowledge, emotion regulation, and related constructs involving empathy, prosocial skills, positive reactions to frustration, negative emotions and aggressive behaviors; (2) examine differences between these students and national normative samples on measures of attachment/relationship, initiative, and self-regulation; and (3) explore differences between these students and normative samples on all the aforementioned constructs. Results demonstrated students significantly improved over time in these constructs and outperformed normative samples on emotionally regulated/prosocial skills, empathy, self-regulation, attachment and initiative. (As Provided).
Anmerkungen	Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site: http://www.um.edu.mt/ijee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01