Children's Emotional Behavior Research Articles

Comparative study on emotional behavior and parental job stress of only-child and non-only-child preschool children.

Studies have revealed that Children's psychological, behavioral, and emotional problems are easily influenced by the family environment. In recent years, the family structure in China has undergone significant changes, with more families having two or three children. To explore the relationship between emotional behavior and parental job stress in only preschool and non-only preschool children. Children aged 3-6 in kindergartens in four main urban areas of Shijiazhuang were selected by stratified sampling for a questionnaire and divided into only and non-only child groups. Their emotional behaviors and parental pressure were compared. Only and non-only children were paired in a 1:1 ratio by class and age (difference less than or equal to 6 months), and the matched data were compared. The relationship between children's emotional behavior and parents' job stress before and after matching was analyzed. Before matching, the mother's occupation, children's personality characteristics, and children's rearing patterns differed between the groups (P < 0.05). After matching 550 pairs, differences in the children's parenting styles remained. There were significant differences in children's gender and parents' attitudes toward children between the two groups. The Strengths and Difficulties Questionnaire (SDQ) scores of children in the only child group and the Parenting Stress Index-Short Form (PSI-SF) scores of parents were significantly lower than those in the non-only child group (P < 0.05). Pearson's correlation analysis showed that after matching, there was a positive correlation between children's parenting style and parents' attitudes toward their children (r = 0.096, P < 0.01), and the PSI-SF score was positively correlated with children's gender, parents' attitudes toward their children, and SDQ scores (r = 0.077, 0.193, 0.172, 0.222). Preschool children's emotional behavior and parental pressure were significantly higher in multi-child families. Parental pressure in differently structured families was associated with many factors, and preschool children's emotional behavior was positively correlated with parental pressure.

Children's Emotional Behavior in Role Playing Activities at Nadira Kindergarten, Takalar

The purpose of this study was to describe the Emotional Behavior of Early Childhood in Role Playing Activities at Nadira Kindergarten, Takalar Regency. This research uses a quantitative approach with a descriptive research type. The data analysis technique used in this study was quantitative using descriptive statistics, the results obtained were that there were 5 children in the 39-46 range in the good category, while 7 children in the 32-38 range were categorized as sufficient, and 4 children were categorized as lacking in range 25-31, thus it can be said that of the 16 children there were 31.25% of the children categorized as good, 43.75% of the children were categorized as sufficient, and 25% of the children were categorized as lacking, the results indicated that the child's emotional behavior had begun to develop, where it can be seen that most children are able to control their emotions, are able to be patient in waiting their turn, and are able to express their emotions while studying.

Development and use of early detection instruments questionnaire of emotional behavior problems (KMPE) REV.01 mobile based on android on the motivation of nurses in detecting the emotional behavior of preschool children

Introduction: Children's health efforts can be carried out as early as possible to find out developmental deviations in children while maintaining and improving children's quality of life optimally, physically, mentally, emotionally, socially and intelligence that has the potential to be developed. The quality of child development is a determinant of the child's further development. The slightest deviation in child development must be immediately detected and handled in order to develop optimally. The Golden Period is a very important period and a short period of time because it cannot be repeated. The Golden Period is the first 5 years of a child's life which is very sensitive to the environment. Materials and methods: This research method is carried out in several stages. The initial stage is by analyzing the initial product to be developed, this research will develop and design the KMPE REV.01 Mobile which consists of plotting, application features, input of history data, data coding, results of detection of deviations in children's emotional behavior and basic problem-solving solutions then the product developed will be validated by experts &amp; revised, small-scale field trials. Small-scale research data collection method using primary data. The next stage will be testing the effectiveness.

The Impact of Parent Child Interaction Therapy on Temper Tantrums in Pre-school

Temper tantrum behavior is a child's emotional behavior which is shown by explosive anger and some parents consider this behavior to be bad behavior. Temper tantrums can occur in children aged 3-6 years or more. This literature review aims to determine the impact of PCIT (Parent Child Interaction Therapy) on temper tantrums in preschool. In finding this literature review used four databases (ProQuest, Scopus, Pubmed, and Sains Direct) for the design of the study used cross sectional, True Experimental, Observational and Systematic Reviews published in the last five years. The protocol and evaluation of the literature review used the PRISMA checklist to determine the selection of studies that were found and adapted to the objectives of the literature review. The results of literature review analysis of several parents in group and individual PCIT reported that the application of parent-child-based interventions was proven to be effective and has the potential to bring significant and lasting changes in increasing positive behavior in children with external behavior problems. The frequency of problematic child relationship behavior significantly decreased with increasing age of the child. In addition, assessing both positive and negative child relationship behavior could assist parents in understanding the relevance of different aspects for the development of parent-child relationships.

The Mediating Effect of Self-Regulation in the Relationship between Maternal Parenting Behavior and Children's Emotional Behavior Problems

The Mediating Effect of Self-Regulation in the Relationship between Maternal Parenting Behavior and Children's Emotional Behavior Problems

The impact of mothers working shift patterns with emotional behavior of preschool age children at RSUD dr Saiful Anwar Malang

Introduction: Children’s social-emotional development includes the development of emotions, personality, and interpersonal relationships. Preschoolers are in an active period in personality formation and social development. Children's social-emotional development is influenced by several factors: interaction in the family, especially with the mother. Mother is a central figure who plays an essential role in meeting the welfare and needs of family members. The child's interaction with the mother will be disturbed when the mother is working. Objectives: This study aims to determine the relationship between working mothers and shift patterns in the emotional behavior of preschoolers. Methods: The research design used is correlation analytic with a cross-sectional approach. Irna IV Hospital dr. Saiful Anwar Malang, who has preschool-age children, is the population in this study. The sampling method is purposive sampling. The instrument used is the impact of the mother's work shift pattern and emotional behavior problems. Spearman's Rank test determines the relationship between the two variables. Results: Of the 54 employees recruited in this study. The analysis results showed a significant relationship p = 0.000 &lt;0.05 between the two variables, with a strong correlation value (r = 0.67). Conclusions: there is a significant relationship between working mothers and shift patterns in the quality of interaction with children. Disturbance of mother-child interaction affects children's emotional behavior, especially in preschoolers.

Chinese immigrant child and maternal reactions to disappointment: Cultural fit impacts the bidirectional associations

AbstractCulture provides a context in which emotion socialization is embedded, and the bidirectional effects between parents’ emotion socialization and children's emotional behaviors may work differently across cultures. To understand how emotion socialization may be shaped by the cultural context, we examined the moderating role of Asian cultural values in bidirectional associations between maternal emotion socialization practices and child anger and sadness. Seventy‐four U.S. Chinese immigrant mothers (Mage = 40.71 years, SD = 3.61) completed measures assessing their Asian cultural values and parenting style. Children experienced a disappointment task in the lab (Cole, 1986), and mothers and their children (Mage = 6.73 years, SD = .95; 55% female) were observed at two different time intervals. Mothers’ socialization practices (emotion dismissing, emotion coaching, and moral and behavioral socialization) and children's anger and sadness responses at both intervals were coded. Mothers’ greater Asian cultural values buffered the negative effects of their emotion dismissing practices on children's anger and sadness. However, Asian cultural values did not impact the effects of children's anger and sadness on mothers’ emotion dismissing practices. When mothers endorsed fewer Asian values, their emotion coaching practices reduced children's anger and sadness. Children's anger and sadness evoked more emotion coaching practices when mothers endorsed lower levels of Asian cultural values. In addition, children's anger and sadness evoked greater moral and behavioral responses from their mothers when mothers endorsed more Asian values. Overall, findings underscored the importance of cultural values in the interplay between mothers’ emotion socialization practices and children's emotions.

PRESCHOOLER'S EMOTIONAL INTELLIGENCE DEVELOPMENT

The article considers the development of emotional intelligence in preschool children. The aim of the study is a theoretical analysis of the formation of emotional intelligence in preschool children, the development of emotional intelligence under the guidance of adults. Today, kindergartens provide education on the intellectual development of the child. And this leads to deformation of the emotional sphere of preschool children. Today, the relationship between children and parents is characterized by a lack of emotional communication. This causes emotional deafness in children. That is, the inability to feel, lack of reaction to the emotional state of another person. It is also a suppression of emotions that develops in a child due to the indifference of loved ones. Due to such changes in the education of preschool children, the problem of developing the emotional intelligence of preschool children is especially significant and relevant. The following methods were used in the research process: general scientific (systematization and generalization), comparative, prognostic method and prognostic method. The article presents an analytical review of theoretical approaches to the definition of "emotional intelligence". It is generalized that the emotional intelligence of a preschooler is an integral property of the individual, which reflects the child's cognitive ability to understand emotions and manage them through cognitive processing of emotional information. Emotional intelligence ensures the psychological well-being of the individual and the success of social interaction. In preschool, the child's emotional experience expands and enriches. An emotional attitude to oneself, other people and the surrounding reality in general is formed. This is reflected in the characteristics of the child's emotional behavior in the process of social interaction and communication with other children and adults. Researchers are also attracted by the question of the preconditions for the formation of emotional intelligence of preschool children. The structure of emotional intelligence is revealed. It is noted that emotional intelligence develops in the process of life and experience of the child – in the family, through play, painting, art, literature, self-observation and reflection. Each preschooler should have his own way. It is important to choose the method that is most effective for a particular individual. The authors identify effective methods and techniques for the development of emotional intelligence of preschool children.

Impact of Preventive Measures upon Children's Emotional Behaviors during COVID-19 Pandemic in Mosul City

The study aimed to evaluate children's emotional behaviors during COVID-19 pandemic in Mosul city and to find out the relationship between children behavior and their socio-demographic characteristics. A quantitative research (descriptive study design) was carried out from the 11th of May until the 2nd of November 2021. A non-probability (Purposive) sample technique is chosen for the current study. The sample involved of (620) children selected from the pediatric consultation clinics in the three of Mosul Hospitals. Scale was used called strengths and difficulties questionnaire (SDQ) for children behavioral screening. The data analyzed by the use of both descriptive and inferential statistical analysis procedures by SPSS version 26. The results of the study reflects abnormal emotional behavior represent by highest percentage (79.4%), and then this percentage was followed by (19.5%) with normal behaviors, while represent (1.1%) by borderline,. children emotional behavior shows that is more affected by preventive measures (lockdown and social separation) during the COVID-19 pandemic outbreak. The result of the present study revealed that is only a high significant association between children emotional behaviors with their gender of child's (0.015) and residence (0.000) at P. value ≤ 0.05 levels. The study concluded that there is a clear impact upon children's behavior due to the preventive measures (lockdown and social separation) that were imposed due to the COVID-19 pandemic. Emotional behavior is more affected than other types of behaviors. Child's gender and residence of living shows high significant effects with total difficult score of behaviors. The study recommendation the following: detecting on children who have abnormal behavior and refer the suspected cases of having behavioral problems to psychological counseling clinics, that's because a long-term of disorderly behavior leads to mental disorders and may accompany children at puberty. Work on developing plans and programs for entertainment and dealing with children during the home confinement in the future when other pandemics occur or recurrent. Establishing psychiatric medical and Nursing consultations for children by communication with parents, or allocating a phone number for this purpose in the event of a lockdown when parents notice any changes in children behavior. Keyword: Impact, Preventive Measures, Children's Behaviors, Emotional Behaviors, COVID-19 Pandemic.

How the Emotional Environment Shapes the Emotional Life of the Child.

Emotion understanding facilitates the development of healthy social interactions. To develop emotion knowledge, infants and young children must learn to make inferences about people's dynamically changing facial and vocal expressions in the context of their everyday lives. Given that emotional information varies so widely, the emotional input that children receive might particularly shape their emotion understanding over time. This review explores how variation in children's received emotional input shapes their emotion understanding and their emotional behavior over the course of development. Variation in emotional input from caregivers shapes individual differences in infants' emotion perception and understanding, as well as older children's emotional behavior. Finally, this work can inform policy and focus interventions designed to help infants and young children with social-emotional development.

The Relationship between the Latent Profile of Work-family conflict and Work-family enrichment of Dual-income fathers with children, Child's emotional behavior problems, and Academic performance

The Relationship between the Latent Profile of Work-family conflict and Work-family enrichment of Dual-income fathers with children, Child's emotional behavior problems, and Academic performance

Emotional Behavior Problems, Parent Emotion Socialization, and Gender as Determinants of Teacher–Child Closeness

ABSTRACTResearch Findings: Drawing from a diverse community sample of 89 children, ages 4–6, their primary caregivers and teachers, this study examined the interplay of child emotional behavior problems, parent emotion socialization practices, and gender in predicting teacher-child closeness. Teachers reported on perceptions of closeness with children. Parents and teachers reported on children’s emotional behavior problems, as indexed by overanxious behavior, overt, and relational aggression. Regression models revealed that higher relational aggression related to closer teacher-child relationships for all children of parents who employed minimization as an emotion socialization practice. Similarly, higher overt aggression related to closer teacher-child relationships for girls who experienced parent minimization. An analogous pattern of results emerged, such that lower parent emotional support buffered girls against the negative effects of higher relational aggression on teacher-child closeness, whereas higher parent emotional support related to lower levels of closeness for these girls. These findings contradict prior research linking supportive emotion socialization practices (e.g., empathy, comforting) to socioemotional competence and unsupportive practices (e.g., minimization, punishment) to poor school adjustment. Practice or Policy: Findings have implications for improving children’s classroom experience by identifying parent emotion socialization and gender as contexts for understanding child emotional behavior problems in relation to teacher-child closeness.

Children's perceived emotional behavior at disclosure and prosecutors’ evaluations

The present study investigated the perceived emotional behavior of alleged child victims when disclosing sexual abuse in a forensic interview. It also addressed whether the perceived emotional behavior influenced prosecutors’ evaluations of children's potential as witnesses and prosecutors’ recommendations to press charges. Ninety-eight videotapes of forensic interviews with alleged child sexual abuse victims (4- to 17-year-olds) were coded for behavioral indicators of emotions. Case file information and district attorney evaluations were also coded. Results indicated that children were not generally perceived as being emotional (e.g., sad) during disclosure. However, the perceived intensity of expressed emotions was greater when children disclosed the alleged abuse compared to when they discussed more neutral topics in rapport building. Greater perceived emotional withdrawal by children at disclosure was associated with more negative evaluations of child witnesses by prosecutors. Moreover, children's emotional behaviors, as noted by prosecutors, were among the predictors of prosecutors’ recommendations to file charges. Practical implications are discussed.

Family instability and school readiness in the United Kingdom

I investigate the prevalence of family instability in the United Kingdom and its association with children's school readiness at age 5. Data are from three sweeps of the Millennium Cohort Study (2001-2007). Family instability is measured by mother's self-report of union status changes since her child's birth. Outcome measures include mother assessments of child behavior and standardized scores on cognitive assessments. Maternal education and household income explained the association of family instability with children's emotional behavior and nonverbal ability, but conduct problems and verbal ability remained associated with family instability after accounting for explanatory factors. Compared to children born to married parents, the verbal ability of children born to cohabiting parents was less affected by later family structure change.

Children's Emotional Manifestation Scale: development and testing

The objectives of this study were to develop an objective and operationalized behavioural observation scale that can be used to document children's emotional responses during stressful medical procedures, and to test the psychometric properties of this newly developed scale. The availability of a valid and reliable instrument that accurately documents the manifestation of children's emotions prior to undergoing surgery or during stressful medical procedures is crucial before any intervention can be appropriately planned and evaluated. There is a lack of such an instrument with effective psychometric properties in the literature. A cross-sectional study was employed. A convenience sample of 82 children admitted for day surgery was recruited in this study. Based on systematic literature search, a number of observable emotional behaviours with different levels or intensities were identified. A panel of nurse experts was set up to review this finding and develop the scale. Intra-class correlation was used to estimate the inter-rater reliability coefficient. Internal consistency reliability was assessed by determining the Cronbach's alpha. Content validity was established by six nurse experts' ratings. The validity of the scale was also confirmed by convergent validity. The results showed that there was adequate inter-rater reliability, high internal consistency reliability, good content validity and excellent convergent validity. This study has addressed a gap in the literature by developing an objective tool to document children's emotional responses during stressful medical procedure, which are under-researched in the literature. The Children's Emotional Manifestation Scale was developed to provide a simple, objective and consistent method for nurses to document children's emotional behaviour during stressful medical procedures. Clinical nurses can also use this scale to evaluate preoperative interventions directed towards minimizing anxiety and bolstering coping mechanisms in children undergoing surgery.

The construction and validation of a new scale for measuring emotional response style in adolescents.

Research on children's emotional behaviour has been hampered by the lack of psychometric assessment scales. The present study reports on the construction and validation of a new self-report instrument to measure the emotional response styles of adolescents. Exploratory and confirmatory factor analyses were carried out on the responses of three samples of adolescents aged between 11 and 14 years (total = 609) to an item pool derived from a scenario study. In addition to assessing reliability, the final form of the questionnaire was concurrently validated using a variety of related psychometric instruments as well as teacher ratings of pupils' behaviour. The factor analyses of the item pool yielded three independent factors labelled social anxiety, malevolent aggression, and social self-esteem. These categories correspond closely to the three dimensions that have emerged consistently from studies of children's temperament, labelled inhibited, undercontrolled and well-adjusted. The three factors comprising the final Emotional Behaviour Scale (EBS) all demonstrated satisfactory internal (coefficient alpha) and re-test reliability. Concurrent validation showed that the three factors were related in predictable ways to other related constructs, and comparisons with teacher ratings of pupils confirmed the relationship between the EBS subscales and children's actual social and emotional behaviour. The new scale offers a valid and reliable instrument for assessing adolescent emotional behaviour, and current work is aimed at extending the research to the assessment of young offenders.

Maternal regulation of children's emotions

This study investigated maternal regulation of children's emotional behavior and feelings. Mothers and their children ages 3, 5, 7, and 9 were interviewed concerning how the children would feel and act and how the mothers would intervene in 12 prototypical situations that elicit joy, anger, sadness, or fear. Mothers reported many regulatory strategies for each type of emotion situation. Children's age was a significant factor in regulation of angry and sad situations. Children's gender influenced some maternal predictions concerning their children's responses, but did not affect regulation of those responses. Agreement between mothers' predictions and children's self-reported responses was greater for older than younger children. Mothers were better at predicting their children's internal emotional experience than their emotional behavior, with mothers typically expecting verbal responses, whereas children more commonly reported nonverbal behavior. Children's negative temperament influenced maternal anger regulation and overall accuracy of mothers' predictions. Negative family expressivity influenced maternal responses to happy and angry situations.

Parental evaluation and its relation to shame and pride in young children

This study examines the evaluative behavior of parents toward their young children as a function of child gender. It also examines relations between parental evaluative comments and children's emotional behavior, specifically the expressions of shame and pride. Thirty intact, middle-class, Caucasian families and their 3-year-old children participated in the study. Dyadic interactions between each parent and child were videotaped across problem-solving situations. Transcripts were coded into categories of parent evaluative behavior and children's emotions were scored. Findings indicated that parents used more specific and positive, rather than global or negative evaluations. Moreover, boys received more positive evaluations while girls received more negative ones. Although children's expression of pride was not related to parental evaluative behavior, their expression of shame was related. Gender differences in parental evaluation were observed that may explain the gender differences in self-evaluation of the children themselves.

Preschoolers' attributions of the situational determinants of others' naturally occurring emotions.

We conducted this study to examine preschoolers' use of situational information in forming attributions about others' naturally occurring, spontaneous emotions. Preschoolers were observed and interviewed about the reasons for other children's naturally occurring emotional reactions as well as about their own strategies for ameliorating others* negative affect. It was found that preschoolers were accurate in identifying the situational determinants of others' real emotions and that their strategies for remediating negative aflect in others were consistent with the type and attributional basis of the emotion to be altered. Moreover; children used contextual information in significantly different and meaningful ways across and within emotions. For example, children's causal explanations for others' emotional reactions were significantly less likely to be focused on the emitter's behavior for anger reactions, whereas they were significantly less likely to be focused on the eliciter's behavior for sad reactions. The results are consistent with the conclusion that preschoolers are responsive to contextual information in formulating judgments about others' spontaneous emotions and are discussed in terms of current research concerning children's emotional behavior and reasoning.

Television-Viewing and Family Communication Style as Predictors of Children's Emotional Behavior

Abstract Studies with preschool and early school-age children have examined the links between the patterns of family communication, parental discipline, the children's television-viewing, and their emotional behavior or attitudes. It is proposed that family styles, especially the degree to which parents discuss and interpret the world for children, are important influences on the development of imagination, self-control, and avoidance of unwarranted expression of negative affect or anger. Television-viewing, although a potentially positive influence with limited use and appropriate programming, generally predicts negative affective patterns and aggression. Parent, educator, and clinical approaches to mitigating such negative influences of television are considered.