Abstract
In this chapter, we describe the nature, development, and socialization of preschoolers’ emotional competence with regard to emotional expressiveness, emotion regulation, and emotion knowledge and review evidence of how these skills facilitate children’s social competence and school success. Within an early childhood educational system of practice, we then consider how educational standards, teacher socialization of emotion, and assessment can work synergistically to promote preschoolers’ emotional competence. Finally, we consider the current state of preschool-level emotional competence programming and assessment as adjuncts to direct teacher socialization of emotion and make some conclusions and calls for future work.
Published Version
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