Examining the Relationship of Children's Behavior to Emotion Regulation Ability

Autor/inn/en	Onchwari, Grace; Keengwe, Jared
Titel	Examining the Relationship of Children's Behavior to Emotion Regulation Ability
Quelle	In: Early Childhood Education Journal, 39 (2011) 4, S.279-284 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-011-0466-9
Schlagwörter	Check Lists; Disadvantaged Youth; Well Being; Children; Affective Behavior; Teacher Student Relationship; Emotional Response; Interpersonal Relationship; Child Behavior; Socioeconomic Status; Early Childhood Education; Females; Scores; Academic Achievement; Parents; Conflict; Norms; Federal Programs; Preschool Children; Low Income + Suchen Sie Ihr Suchwort? Checkliste; Benachteiligter Jugendlicher; Well-being; Wellness; Wohlbefinden; Child; Kind; Kinder; Affective disturbance; Active behaviour; Affektive Störung; Teacher student relationships; Lehrer-Schüler-Beziehung; Emotionales Verhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Socio-economic status; Sozioökonomischer Status; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Weibliches Geschlecht; Schulleistung; Eltern; Konflikt; Normwert; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Niedriglohn
Abstract	This study investigated the relationship between children's ability to regulate emotions and display of appropriate behavior in social settings. A sample of 33 children representing a wide range of social economic status was randomly selected from a Head Start Program and an Early Childhood Development Center in the Midwest. Data were collected using the Emotion Regulation Checklist (ERC) developed by Shields and Cicchetti ("Dev Psychol" 33:906-916, 1997, "J Clin child Psychol," 27:231-395, 1998). A "Behavior Recording" checklist was developed and used to record appropriate and inappropriate behavior observed during children social interactions. Teacher ratings identified children as generally high emotion regulators. Girls had generally higher scores than boys in emotion regulation ability. A high relationship (r = 0.76) was also found between emotion regulation and display of appropriate behavior. Results indicate the importance of emotions in relation to a child's well being and academic achievement. Additionally, these findings suggest a need for parents and early childhood educators to teach children appropriate emotional behavior when confronted with situations that are in conflict with societal norms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10