Development Of Emotional Competence Research Articles

The Socialization of Compassionate Behavior by Child Care Teachers

The present study examined how child care teachers' socialization practices and child characteristics jointly predict children's sympathetic-prosocial responding. A total of 25 teachers of 105 five-year-old children were observed during free play with regard to their warmth, non-directiveness and passivity-activity. The children's reactions to distress simulations in two different situations were observed. The children's inhibition and aggression were rated by teachers and parents. More compassionate behavior was shown by girls as compared to boys and by children in classes with warmer teachers; inhibited children showed tendentially less sympathetic-prosocial reactions than non-inhibited children. Furthermore, girls who showed sympathetic-prosocial reactions were rated as more aggressive than girls who did not, and boys who showed sympathetic-prosocial behavior as compared to those who did not were in classes with warmer teachers. The data suggest that child characteristics as well as socialization practices play an important role in children's interpersonal functioning. Among the teacher variables, their ability to interact in a warm, affectionate way is of central importance for the development of emotional competence in children.

Development of Reactions to Pain of Inoculation in Children and their Mothers

This is a naturalistic study focusing on developmental changes in the immediate reactions of 183 Japanese children under 7 years old and their mothers to pain caused by inoculation of the children. Under the age of 5 crying was a typical child behaviour, whereas 5- and 6-year-olds showed facial expressions instead. Their mothers were generally empathetic to the children’s distress on inoculation, but the empathetic reactions tended to decrease as the children grew older. However, children’s crying per se did not necessarily cause the reactions, and the mothers of the older children tended to react to the children’s pain with a smile. A greater proportion of 3-year-old females cried than males of the same age, but despite this their mothers had a stronger tendency to respond with a smile in comparison with the mothers of male children. The results were discussed with respect to development of emotional independence and competence of social manipulation by children.

The development of emotional and behavioral self-regulation and social competence among maltreated school-age children

Behavioral and emotional self-regulation are important aspects of competence in school-age children. Despite the apparent interrelatedness of behavioral and affective processes, empirical approaches to the development of self-regulation typically have investigated these systems separately. As a result, their relative effects upon social competence remain, for the most part, an open question. This study, working from an organizational and developmental psychopathology perspective, attempted to investigate developmental processes that place maltreated children at risk for impaired peer relationships by assessing the independent and relative influences of behavioral and emotional regulation on social competence in school-age children. Subjects were maltreated children, who are at risk for both attenuated self-regulation and impaired peer relationships, and economically disadvantaged nonmaltreated comparison children. Observations were conducted during a summer day camp, an ecologically valid context in which to study children's social interactions. As predicted, maltreated children were found to be deficient in behavioral and affective regulation, relative to nonmaltreated children.Furthermore, attenuated self-regulation mediated the effects of maltreatment on children's social competence. Results highlighted the unique contributions of both behavior and affect in predicting peer competence, suggesting that a more comprehensive approach to the study of self-regulation is warranted.

The consequence of maternal depression for early mother-infant interaction: a nursing issue.

Adequate mother-infant interaction during the first year of a child's life is critical for secure attachment and basic to development of the child's lifelong emotional competence. Maternal depression can have decidedly deleterious effects on this delicate process. This article will explore the consequences that maternal depression can have for early maternal-child interaction. It will offer the nurse clinician specific recommendations for assessment and intervention to support the normalization of depressed mothers' parenting.

Growing Up in the Post-Modern Age: On the Child's Situation in the Modern Family, and on the Position of the Family in the Modern Welfare State

Referring to an ongoing comparative study of Childhood, Society, and Devel opment in the Nordic countries (the BASUN project), led by Lars Dencik at Roskilde University in Denmark, the paper presents a perspective on the transformations of the everyday life of parents and children in the Nordic welfare states In the analysis particular attention is paid to the implications of a quickening social acceleration It is stated that the parental model tends to become invalidated and that the family is becoming increasingly an intimacy sanctuary, a zone of stability and a decoding center for the family members. By contrast young children in public institutions like day-care centers are seen to develop a capacity to exercise self-control with respect to affective behavior This in interpreted in terms of a civilizing process (Elias). The notion of 'dual- socialization is introduced as a vehicle to grasp the actual process of child socialization in modern childhood. A strongly increased demand on the chil dren to be able to make continuous and flexible adjustments is noted, as well as a strengthened tendency among children to develop their competence to do so. Implications of this in terms of a tendency to 'pedagogize' the child's life and to 'pathologize' undesired features in what might be as a matter of fact quite a normal behavioral repertoire of the child are observed. Tentative conclusions are drawn with respect to how some significant tendencies on the societal level may affect the development of emotional dispositions and social competences with the young children growing up in the post-modern age.

Las actitudes de los adolescentes hacia la poesía, su didáctica y la educación emocional en la ESO

Este artículo pretende dar voz al estudiante de la ESO para conocer cuáles son sus actitudes hacia la poesía y la educación emocional. Por ello, preguntamos directamente a los adolescentes sobre su experiencia poética y su desarrollo de las competencias emocionales en el instituto. Las opiniones que manifiestan sobre la poesía y su didáctica en Lengua castellana y literatura nos permiten observar carencias y proponer mejoras que establecen relaciones entre la educación emocional y la didáctica de la poesía.