The influence of peer relationships and maternal socialization on kindergartners’ developing emotion knowledge

Early Education and Development

Volumn 15, Issue 1, 2004, Pages 39-56

  Dunsmore, Julie C ^a   Karn, Michelle A ^b  

^a HAMILTON COLLEGE   (United States)

^b ALFRED UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 42449145833     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15566935eed1501_3     Document Type: Article

References (50)

1. Arsenio, W., & Cooperman, S. (1996). Children’s conflict-related emotions: Implications for morality and autonomy. In W. Damon (Series Ed.) & M. Killen (Vol. Ed.), New directions for child development. Children’s autonomy, social competence, and interactions with adults and other children: Exploring connections and consequences (no. 73, pp. 25-39). San Francisco: Jossey-Bass Publishers.
2. Asher, S. R., & Rose, A. J. (1997). Promoting children’s social-emotional adjustment with peers. In P. Salovey & D. J. Shuyter, (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 196-230). New York: Basicbooks, Inc.
3. Borke, H. (1971). Interpersonal perception of young children: Egocentrism or empathy? Developmental Psychology, 5, 263-269.
4. Boyum, L. A., & Parke, R. D. (1995). The role of family emotional expressiveness in the development of children’s social competence. Journal of Marriage and the Family, 57, 593-608.
5. Cassidy, J., Parke, R. D., Butkovsky, L., & Braungart, J. M. (1992). Family-peer connections: The roles of emotional expressiveness within the family and children’s understanding of emotions. Child Development, 63, 603-618.
6. Cillessen, A. H. N., & Bukowski, W. M. (2000). Conceptualizing and measuring peer acceptance and rejection. In W. Damon (Series Ed.) & A.H.N. Cillessen, & W.M. Bukowski, (Volume Eds). New directions for child and adolescent development. Recent advances in the measurement of acceptance and rejection in the peer system. (No. 88., pp. 3-10). San Francisco: Jossey-Bass.
7. Crick, N. R., & Dodge, K. A. (1994). A review and reformation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74-101.
8. Denham, S. A. (1986). Social cognition, prosocial behavior, and emotion in preschoolers: Contextual validation. Child Development, 57, 194-201.
9. Denham, S. A. (1989). Maternal affect and toddlers’ social-emotional competence. American Journal of Orthopsychiatry, 59, 368-376.
10. Denham, S. A. (1993). Maternal emotional responsiveness and toddlers’ social-emotional competence. Journal of Child Psychiatry, 34, 715-728.
11. Denham, S. A., Blair, K.A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., & Queenan, P. (2003). Preschool emotional competence: Pathway to social competence? Child Development, 74, 238-256.
12. Denham, S. A., & Grout, L. (1997). Mothers’ emotional expressiveness and coping: Relations with preschoolers’ social-emotional competence. Genetic, Social, and General Psychology Monographs, 118, 73-101.
13. Denham, S. A., & Grout, L. (1993). Socialization of emotion: Pathway to preschoolers’ emotional and social competence. Journal of Nonverbal Behavior, 17, 205-227.
14. Denham, S. A., & McKinley, M. (1993). Sociometric nominations of preschoolers: A psychometric analysis. Early Education and Development, 4, 109-122.
15. Denham, S. A., McKinley, M., Couchoud, E. A., & Holt, R. (1990). Emotional and behavioral predictors of preschool peer ratings. Child Development, 61, 1145-1152.
16. Denham, S.A., Zoller, D., & Couchoud, E.A. (1994). Socialization of preschoolers’ emotion understanding. Developmental Psychology, 30, 928-936.
17. Dockett, S., & Degotardi, S. (1997). Some implications of popularity at age four. Journal of Australian Research in Early Childhood Education, 1, 21-31.
18. Dodge, K. A., Murphy, R. R., & Buchsbaum, K. (1984). The assessment of intention-cue detection skills in children: Implications for developmental psychology. Child Development, 55, 163-173.
19. Dunn, J., Bretherton, I., & Munn, P. (1987). Conversations about feeling states between mothers and their young children. Developmental Psychology, 23, 132-139.
20. Dunn, J., & Brown, J. (1994). Affect expression in the family, children’s understanding of emotions, and their interactions with others. Merrill Palmer Quarterly, 40, 120-137.
21. Dunn, J., Brown, J., & Beardsall, L. (1991). Family talk about feeling states and children’s later understanding of others’ emotions. Developmental Psychology, 27, 448-455.
22. Dunn, J., Brown, J., Slomkowski, C., Tesla, C., & Youngblade, L. (1991). Young children’s understanding of other people’s feelings and beliefs: Individual differences and their antecedents. Child Development, 62, 1352-1366.
23. Dunn, J., & Munn, P. (1985). Becoming a family member: Family conflict and the development of social understanding in the second year. Child Development, 56, 480-492.
24. Dunsmore, J. C., & Karn, M. A. (2001). Mothers’ beliefs about feelings and children’s emotional understanding. Early Education and Development, 12, 117-138.
25. Fabes, R. A., Eisenberg, N., Hanish, L. D., & Spinrad, T. L. (2001). Preschoolers’ spontaneous emotion vocabulary: Relations to likability. Early Education & Development, 12, 11-27.
26. Fabes, R. A., Eisenberg, N., Jones, S., Smith, M., Guthrie, I., Poulin, R., Shepard, S., & Fried-man, J. (1999). Regulation, emotionality, and preschoolers’ socially competent peer interactions. Child Development, 70, 432-443.
27. Garner, P. W. (1996). The relations of emotional role-taking, affective/moral attributions, and emotional display rule knowledge to low-income school-age children’s social competence. Journal of Applied Developmental Psychology, 17, 19-36.
28. Garner, P. W., & Estep, K. M. (2001). Emotional competence, emotion socialization, and young children’s peer-related social competence. Early Education & Development, 12, 29-48.
29. Gottman, J., & Mettetal, G. (1986). Friendship through adolescence. In J.M. Gottman & J.G. Parker, (Eds.), Conversations of friends: Speculations on affective development (pp. 192-237). New York: Cambridge University Press.
30. Halberstadt, A. G., Cassidy, J., Stifter, C. A., Parke, R. D., & Fox, N. A. (1995). Self-expressiveness within the family context. Psychological Assessment, 7, 93-103.
31. Halberstadt, A. G., Crisp, V. W., & Eaton, K. L. (1999). Family expressiveness: A retrospective and new directions for research. In P. Philippot, R.S. Feldman, & E. Coats, (Eds.), The social context of nonverbal behavior (pp. 109-155). New York: Cambridge University Press.
32. Halberstadt, A. G., Denham, S. A., & Dunsmore, J. C. (2001). Affective social competence. Social Development, 10, 79 - 119.
33. Holmgren, R.A., Eisenberg, N., & Fabes, R. (1998). The relations of situational empathy-related responding to dispositional prosocial behavior. International Journal of Behavioural Development, 22, 169 - 193.
34. Howes, C. (2000). Social-emotional classroom climate in child care, child-teacher relationships and children’s second grade peer relations. Social Development, 9, 191-204.
35. Hubbard, J. A., & Coie, J. D. (1994). Emotional correlates of social competence in children’s peer relationships. Merrill-Palmer Quarterly, 40, 1 - 20.
36. Hyson, M. C., & Lee, K. M. (1996). Assessing early childhood teachers’ beliefs about emotions: Content, contexts, and implications for practice. Early Education and Development, 7, 59-78.
37. Isley, S. L., O’Neil, R., Clatfelter, D., & Parke, R. D. (1999). Parent and child expressed affect and children’s social competence: Modeling direct and indirect pathways. Developmental Psychology, 35, 547-560.
38. Iverson, A. M., Barton, E. A., & Iverson, G. L. (1997). Analysis of risk to children participating in a sociometric task. Developmental Psychology, 33, 104 – 112.
39. Izard, C. E., Fine, S., Schultz, D., Mostow, A., Ackerman, B., & Youngstrom, E. (2001). Emotion knowledge as a predictor of social behavior and academic competence in children at risk. Psychological Science, 12, 18 – 23.
40. Kienbaum, J. (2001). The socialization of compassionate behavior by child care teachers. Early Education and Development, 12, 139 – 153.
41. Lemerise, E. A., & Arsenio, W. F. (2000). An integrated model of emotion processes and cognition in social information processing. Child Development, 71, 107-118.
42. Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D.J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3 - 25). New York: Basic Books.
43. Parker, J. G., & Gottman, J. M. (1989). Social and emotional development in a relational context: Friendship interaction from early childhood to adolescence. In T.J. Berndt & G.W. Ladd, (Eds.), Peer relationships in child development (pp. 95-131). New York: John Wiley & Sons.
44. Quay, L. C., & Jarrett, O. S. (1984). Predictors of social acceptance in preschool children. Developmental Psychology, 20, 793-796.
45. Saarni, C. (1990). Emotional competence: How emotions and friendships become integrated. In R.A. Thompson (Ed.), Nebraska Symposium on Motivation: Vol. 35. Socioemotional Development (pp. 115-182). Lincoln: University of Nebraska Press.
46. Saarni, C. (1997). Emotional competence and self-regulation in childhood. In P. Salovey & D.J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 35 - 66). New York: Basic Books.
47. Saarni, C. (1999). The development of emotional competence. New York: Guilford Press.
48. Shields, A., Dickstein, S., Seifer, R., Giusti, L., Magee, K. D., & Spritz, B. (2001). Emotional competence and early school adjustment: A study of preschoolers at risk. Early Education and Development, 12, 73-96.
49. Smith, M. (2001). Social and emotional competence: Contributions to young African-American children’s peer acceptance. Early Education & Development, 12, 49-72.
50. Zins, J. E., Heron, T. E., & Goddard, Y. L. (1999). Secondary prevention: Applications through intervention assistance programs and inclusive education. In C.R. Reynolds & T.B. Gutkin (Eds.), The handbook of school psychology (3rd ed., pp. 800 – 821). New York: John Wiley & Sons, Inc.