Suchergebnisse

AbstractIn this study, we set out to advance understanding of the association between emotion knowledge (EK) and emotion regulation (ER) in toddlerhood, by innovatively examining a model that simultaneously takes into account both individual factors, such as age, gender, and language ability, and contextual factors, such as maternal emotion socialization styles (coaching vs. dismissing). Participants were 242 toddlers (141 girls; Mage = 28.79 months, SD = 3.48) and their mothers (Mage = 35.60 years; SD = 4.95). We evaluated children's language ability and ER via parent‐report questionnaires, assessing their EK via a direct measure individually administered at the nursery. The mothers also completed a questionnaire on their own emotion socialization style. Children's EK was positively correlated with their ER skills as reported by their parents. Structural equation modeling showed that emotion‐dismissing maternal behaviors were significantly negatively associated with toddlers' emotional competencies whereas maternal emotion‐coaching styles were significantly positively associated with higher levels of these competences. Finally, language ability was positively associated with ER. We discuss the theoretical and educational implications of these outcomes, as well as potential new lines of inquiry.

AbstractWe investigated whether conversational intervention focused on emotions could promote the development of emotion comprehension (EC), theory of mind (ToM), and prosocial orientation in preschoolers. Seventy‐five 4‐ to 5‐year‐old children (Mage at pre‐test: 5 years and 1 month; standard deviation = 6.83 months), assigned to experimental and control conditions, were pre‐ and post‐tested for verbal ability, EC, false‐belief understanding, and prosocial orientation. Over a 6‐week intervention, all children were presented with brief illustrated scenarios based on emotional scripts. The training group was then involved in conversations about the nature, causes, and regulation of emotion whereas the control group engaged in free play, where conversation was minimized. The training group outperformed the control group in EC and prosocial orientation, even after controlling for gains in verbal ability whereas no differences were found for children's false‐belief understanding. The positive effect remained stable over time. Practical implications of the findings are discussed.