"How Would You Feel? What Would You Do?" Development and Underpinnings of Preschoolers' Social Information Processing

Autor/inn/en	Denham, Susanne A.; Bassett, Hideko Hamada; Way, Erin; Kalb, Sara; Warren-Khot, Heather; Zinsser, Katherine
Titel	"How Would You Feel? What Would You Do?" Development and Underpinnings of Preschoolers' Social Information Processing
Quelle	In: Journal of Research in Childhood Education, 28 (2014) 2, S.182-202 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2014.883558
Schlagwörter	Social Cognition; Preschool Children; Emotional Response; Child Behavior; Longitudinal Studies; Self Control; Age Differences; Executive Function; Adjustment (to Environment); Child Development; Measures (Individuals); Correlation; Statistical Analysis; Emotional Intelligence; Federal Programs; Multivariate Analysis; Virginia + Suchen Sie Ihr Suchwort? Soziale Kognition; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Emotionales Verhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Selbstbeherrschung; Age; Difference; Age difference; Altersunterschied; Kindesentwicklung; Messdaten; Korrelation; Statistische Analyse; Emotionale Intelligenz; Multivariate Analyse
Abstract	Young children's social information processing (SIP) encompasses a series of steps by which they make sense of encounters with other persons; cognitive and emotional aspects of SIP often predict adjustment in school settings. More attention is needed, however, to the development of preschoolers' SIP and its potential foundations. To this end, a new preschool SIP measure, the Challenging Situations Task (CST), was utilized; preschoolers' ("N" = 316) self-reported emotional and behavioral responses to hypothetical peer provocation situations on the CST were assessed longitudinally, along with aspects of their self-regulation and emotion knowledge. Age and developmental differences in CST responses were examined. Next, contributions of executive control and emotion knowledge to CST responses were analyzed. Age differences in emotion and behavior choices showed that younger preschoolers were more prone to choose happy responses, whereas older preschoolers chose more adaptive behavior responses. Self-regulation and emotion knowledge were associated with emotion and behavior responses concurrently and across time. Implications of these findings and suggestions for further research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10