Playing it cool: Temperament, emotion regulation, and social behavior in preschoolers

By K. Blair, S. Denham, Anita T. Kochanoff, B. Whipple. 2004

326 citations recorded by the source corpus.

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Teacher–child relationship quality: The roles of child temperament and teacher–child interactions (2009, background): “As previously mentioned, there is evidence that shyness and effortful control contribute to the frequency of teacher–child interactions (Blair et al., 2004; Coplan & Prakash, 2003; Finn, Pannozzo, & Voelkl, 1995; Keogh, 2003).”
Early Childhood Teachers as Socializers of Young Children’s Emotional Competence (2012, background): “Emotion regulation, as well as observed positivity of emotion, are associated with preschoolers’ social effectiveness (Blair et al. 2004; Denham et al. 2003).”
Student-Teacher Relationships Matter: Moderating Influences Between Temperament and Preschool Social Competence (2009, background): “Although temperament has been examined in numerous empirical studies of child development (Blair et al., 2004; Bohlin et al., 2005; DiLalla et al., 2004), school psychologists and educators evaluate it infrequently, and it is rarely considered in formal, school-based, early childhood assessment batt”
Implications of emotion regulation on young children’s emotional wellbeing and educational achievement (2016, background): “The children who can manage their emotions appropriately are able to engage positively in social interactions with their peers and teachers (Blair et al. 2004; Denham et al. 2003) and are generally perceived as optimistic, helpful and empathetic individuals (Fabes and Eisenberg 1992; Garner and…”