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THE EFFECTS OF AN EMOTIONAL INTELLIGENCE EDUCATION PROGRAM ON THE EMOTIONAL INTELLIGENCE OF CHILDREN. By: Ulutaş, İlkay; Esra Ömeroğlu. Social Behavior & Personality: An International Journal, 2007, Vol. 35 Issue 10, p1365-1372, 8p, 3 charts Abstract: Our aim was to research the effect of emotional intelligence education on the emotional intelligence of young children. The sample group were 6-year-old children attending preschool classes (N = 120). A subgroup of 40 students attended a 12-week emotional intelligence program. After 12 weeks the children were measured using the Sullivan Emotional Intelligence Scale (Sullivan, 1999); results showed that an emotional intelligence education program contributed significantly to children's emotional intelligence levels. [ABSTRACT FROM AUTHOR] (AN 31120775)

Fathers' parenting hassles and coping: associations with emotional expressiveness and their sons' socioemotional competence. By: Foster, Phillip A.; Reese-Weber, Marla; Kahn, Jeffrey H.. Infant & Child Development, May/Jun2007, Vol. 16 Issue 3, p277-293, 17p, 4 charts Abstract: The present study examined fathers' daily parenting hassles and coping strategies to (a) determine their association with fathers' emotional expressiveness and (b) predict their sons' development of socioemotional competence. Fathers of 148 preschool-aged boys reported on their parenting hassles, coping strategies, and emotional expressiveness; mothers also reported on fathers' emotional expressiveness; and teachers reported on boys' socioemotional competence. Parenting hassles were associated with less rational, more emotional, and more avoidance coping as well as negative emotional expressiveness. More emotional and less rational coping responses were related to more negative expressiveness, whereas more rational, more emotional, and less coping were related to more positive expressiveness. Fathers' negative expressiveness was predictive of their sons being rated as more aggressive and disruptive by their teachers. In addition, fathers' parenting hassles and coping both predicted teacher ratings of their sons' aggressiveness. Implications of the findings are discussed. Copyright © 2007 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR] DOI: 10.1002/icd.507 (AN 25425754)

"Do you know what I want?" Preschoolers' talk about desires, thoughts and feelings in their conversations with sibs and friends. By: Hughes, Claire; Lecce, Serena; Wilson, Charlotte. Cognition & Emotion, Feb2007, Vol. 21 Issue 2, p330-350, 21p, 3 charts, 1 graph Abstract: Individual differences in children's talk about inner states are striking, but how should they be interpreted? This study used transcripts of preschoolers' conversations with siblings and best friends to address this question in two ways. Our first aim was to elucidate the exact nature of individual differences by contrasting categories (emotion/desire vs. cognitive state) and referents (own vs. other/shared) of inner state talk. Our second aim was to compare performance vs. competence views of inner state talk by exploring (i) the stability of individual differences in inner state talk across different relationships and (ii) the cognitive correlates of inner state talk. A sample of 44 children (mean age = 4 years 3 months) was observed for 20 minutes at home playing with a sib and for 20 minutes at school playing with a best friend. Videos were transcribed and coded for the frequency and form of inner state talk (e.g., talk about different categories of inner state, or about own vs. others' inner states). During the school visits, children completed a set of tasks tapping theory-of-mind skills and verbal ability. Individual differences in inner state talk (especially reference to others' inner states) were stable across relationships. There was no association between individual differences in talk about cognitive vs. emotion/desire states, although both categories of inner state talk were significantly associated with individual differences in children's theory-of-mind skills. [ABSTRACT FROM AUTHOR] DOI: 10.1080/02699930600551691 (AN 24875488)

YOUNG CHILDREN'S DISPLAY RULE KNOWLEDGE: UNDERSTANDING THE DISTINCTION BETWEEN APPARENT AND REAL EMOTIONS AND THE MOTIVES UNDERLYING THE USE OF DISPLAY RULES. By: Misailidi, Plousia. Social Behavior & Personality: An International Journal, 2006, Vol. 34 Issue 10, p1285-1295, 11p, 1 graph Abstract: Aspects of 72 preschoolers' display rule knowledge -- the ability to distinguish apparent from real emotions and understand the motives underlying display rule use -- were examined. Children listened to stories describing situations designed to elicit an emotion in the protagonist and a prosocial or self-protective reason for concealing her/his real emotion from other story characters. Children were asked to predict what facial expressions the protagonists would display in response to the emotionally laden situations and to justify their predictions. Findings revealed that children's ability to distinguish between apparent and real emotions increased in the 4-6 years age span. Moreover, children justified prosocial and self-protective display rules with similar accuracy. The findings are discussed in terms of children's ability to make the appearance-reality distinction across domains (emotional, physical) and in the context of the socialization of emotional displays. [ABSTRACT FROM AUTHOR] (AN 23218525)

Showing and telling about emotions: Interrelations between facets of emotional competence and associations with classroom adjustment in Head Start preschoolers. By: Miller, Alison L.; Fine, Sarah E.; Kiely Gouley, Kathleen; Seifer, Ronald; Dickstein, Susan; Shields, Ann. Cognition & Emotion, Dec2006, Vol. 20 Issue 8, p1170-1192, 23p, 3 charts Abstract: In this study of low income preschoolers (N&VeryThinSpace;=&VeryThinSpace; 60), we examined relations between three facets of emotional competence: emotion knowledge, level of negative emotion expression, and emotion regulation; and their associations with indicators of classroom adjustment. Emotion knowledge was positively related to positive emotion regulation but was not related to negative emotion expression or negative dysregulation. Negative emotion expression related to emotion regulation variables in expected directions. Negative emotion expression was associated with aggression and social skills after covarying verbal ability, age, and emotion knowledge. Negative dysregulation was related in expected directions to aggression, anxiety, and social skills after covarying verbal ability, age, emotion knowledge, and negative emotion expression. Positive emotion regulation was related negatively to anxiety and positively to social skills after covarying all other variables in the model. Results are discussed with regard to using the emotional competence domain to understand how emotion processing relates to early childhood adjustment. [ABSTRACT FROM AUTHOR] DOI: 10.1080/02699930500405691 (AN 23173911)

Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention. By: Hemmeter, Mary Louise; Ostrosky, Michaelene; Fox, Lise. School Psychology Review, 2006, Vol. 35 Issue 4, p583-601, 19p, 2 charts Abstract: Over the last several years, there has been an increased focus on school readiness and supporting children during the preschool years to learn the skills they need to be successful in elementary school and beyond (Bowman, Donovan, Burns, et al., 2000; Shonkoff & Phillips, 2000). The capacity to develop positive social relationships, to concentrate and persist on challenging tasks, to effectively communicate emotions, and to problem solve are just a few of the competencies young children need to be successful as they transition to school. In this article, we describe the Teaching Pyramid (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003), a model for promoting young children's social-emotional development and addressing children's challenging behavior and its link to critical outcomes for children, families, and early childhood programs. The Pyramid includes four components: building positive relationships with children, families, and colleagues; designing supportive and engaging environments; teaching social and emotional skills; and developing individualized interventions for children with the most challenging behavior. Given the unique characteristics of early childhood settings, implementation issues and implications of the model are a primary focus of the discussion. [ABSTRACT FROM AUTHOR] (AN 23852639)

Emotion Situation Knowledge in Elementary School: Models of Longitudinal Growth and Preschool Correlates. By: Fine, Sarah E.; Izard, Carroll E.; Trentacosta, Christopher J.. Social Development, Nov2006, Vol. 15 Issue 4, p730-751, 22p Abstract: We examined individual differences in developmental trajectories of emotion situation knowledge (ESK), at three time points throughout elementary school in a sample of children from economically disadvantaged families. Results showed that ESK and the subscales of joy, fear, anger, shame and interest exhibited positive growth from the first to the fifth grade, whereas scores on the sad subscale declined slightly. Preschool verbal ability predicted first grade scores for joy, fear, and anger, and growth in scores for shame across time. Preschool negative emotional intensity predicted slower growth in overall ESK and the anger and shame subscales. Taken together, these results broaden our basic knowledge of how children's use of situational cues to infer others' emotions develops in middle and late childhood. [ABSTRACT FROM AUTHOR] DOI: 10.1111/j.1467-9507.2006.00367.x (AN 22908391)

Conflicting emotions: The connection between affective perspective taking and theory of mind. By: Harwood, Michelle D.; Farrar, M. Jeffrey. British Journal of Developmental Psychology, Jun2006, Vol. 24 Issue 2, p401-418, 18p Abstract: The relation between theory of mind and affective perspective taking was examined in a study with 42 three- to five-year-olds. Children completed tasks measuring affective perspective taking, theory of mind, and receptive language abilities. Significant positive correlations existed between overall affective perspective taking and theory of mind performance, independent of age and language. The relation between theory of mind and affective perspective taking was strongest for those scenarios in which there was a conflict between the child and the friend's emotional responses. These findings indicate that the abilities to understand conflicting emotions and to understand false beliefs are related aspects of social development. [ABSTRACT FROM AUTHOR] DOI: 10.1348/026151005X50302 (AN 21318911)

Family emotional climate, attachment security and young children's emotion knowledge in a high risk sample. By: Raikes, H. Abigail; Thompson, Ross A.. British Journal of Developmental Psychology, Mar2006, Vol. 24 Issue 1, p89-104, 16p Abstract: Despite its prevalence in low-income populations, there has been little attention paid to how maternal depression influences mother--child conversations about emotions and low-income preschool children's developing emotion understanding. The importance of a secure attachment as a positive influence on emotion understanding has also been infrequently studied in lower-income families. This longitudinal study examined attachment security and maternal depression when children were age 2 as predictors of mother--child references to emotion in conversations, and children's emotion understanding when children were three. Maternal depression at age 2, but not at age 3, showed a direct, negative relation to children's emotion understanding at age 3, independent of mother--child references to emotion and attachment security. More securely attached dyads made more references to emotion in conversation, which, in turn, promoted children's emotion understanding. It was concluded that secure attachment relationships support children's emotion understanding by promoting mother--child discussion of emotions, while emotion understanding in preschoolers is directly impaired by maternal depression. [ABSTRACT FROM AUTHOR] DOI: 10.1348/026151005X70427 (AN 20304884)

Emotional vitality in infancy as a predictor of cognitive and language abilities in toddlerhood. By: Moreno, Amanda J.; Robinson, JoAnn L.. Infant & Child Development, Nov2005, Vol. 14 Issue 4, p383-402, 20p, 8 charts Abstract: Previous work by our group has shown that infant emotional vitality (EV), the lively expression of shared emotion both positive and negative, predicts cognitive and language abilities in toddlerhood. Specifically, infants who demonstrated a pattern of high emotional expression combined with high bids to their caregivers, fared significantly better on the Bayley II and Preschool Language Scales (PLS-3) at 2 years of age than infants who showed both low expression and low bids to mother. That study was conducted on a large, low-income, ethnically diverse sample. The current study was undertaken with a smaller but demographically similar sample as an effort to demonstrate the value of EV as a construct and to provide additional information about its links with later developmental outcomes. Replication that included a variation in the age at which EV was assessed provides support for the generalizability of the construct. In addition, this study examined EV's effects further into childhood than did the original study in order to insure they are not limited to a brief window in toddlerhood. The results indicate that over and above maternal psychological resources, EV expressed during positive/joyful and frustrating circumstances in 8-month-olds accounted for significant portions of variance in expressive language at 30 months and cognitive-developmental assessments at 24 and 36 months. This study supports EV as an important relational-emotional behaviour that increases experiences that optimize developmental outcomes. Successful replication suggests that EV holds promise as a construct with clinical utility for early interventions attempting to improve developmental outcomes in children from poor families. Copyright © 2005 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR] DOI: 10.1002/icd.406 (AN 19137749)

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