Growth in Emotion Understanding across Early Childhood: A Cohort-Sequential Model of Firstborn Children across the Transition to Siblinghood

Autor/inn/en	Tan, Lin; Volling, Brenda L.; Gonzalez, Richard; LaBounty, Jennifer; Rosenberg, Lauren
Titel	Growth in Emotion Understanding across Early Childhood: A Cohort-Sequential Model of Firstborn Children across the Transition to Siblinghood
Quelle	In: Child Development, 93 (2022) 3, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tan, Lin) ORCID (Volling, Brenda L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13729
Schlagwörter	Child Development; Emotional Development; Siblings; Family Structure; Birth Order; Preschool Children; Toddlers; Age Differences; Theory of Mind; Empathy + Suchen Sie Ihr Suchwort? Kindesentwicklung; Gefühlsbildung; Sibling; Geschwister; Familienkonstellation; Familiensystem; Geburtenfolge; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Infant; Infants; Toddler; Kleinkind; Age; Difference; Age difference; Altersunterschied; Empathie
Abstract	Emotion understanding develops rapidly in early childhood. Firstborn children (N = 231, 55% girls/45% boys, 86% White, 5% Black, 3% Asian, 4% Latinx, Mage = 29.92 months) were recruited into a longitudinal study from 2004 to 2008 in the United States and administered a series of tasks assessing eight components of young children's emotion understanding from ages 1 to 5. Cohort sequential analysis across three cohorts (1-, 2-, and 3-year-olds) demonstrated a progression of children's emotion understanding from basic emotion identification to an understanding of false-belief emotions, even after controlling for children's verbal ability. Emotion understanding scores were related to children's theory of mind and parent reports of empathy, but not emotional reactivity, providing evidence of both convergent and discriminant validity. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01