The associations of emotion knowledge and teacher-child relationships to preschool children's school-related developmental competence

By P. Garner, Badiyyah Waajid. 2008

189 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ad47ecb170557de83cd437f8ef328bab624d368b

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In Clinical Psychology

In Education

Citations in the corpus

Family-School Connectedness and Children's Early Social Development (2012, background): “…(RimmKaufman, Pianta, & Cox, 2000), and the quality of the relationships children form with their preschool teachers has significant concurrent (Garner & Waajid, 2008; Mashburn et al., 2008) and long-term consequences for children’s outcomes (Hamre & Pianta, 2003; O’Connor & McCartney, 2007;…”
Preschool teachers' attitudes, beliefs, and emotional reactions to young children's peer group behaviors (2015, background): “…(McAuliffe, Hubbard, & Romano, 2009; Rudasill & Rimm-Kaufmann, 2009; Stuhlman & Pianta, 2002), which in turn, concurrently and predictively impact a wide range of child outcomes at school (Birch & Ladd, 1997; Decker, Dona, & Christenson, 2007; Garner & Waajid, 2008; Mashburn et al., 2008).”
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, background): “Finally, there are also studies reporting no gender effects at all (Cornelius-White, 2007; Garner & Waajid, 2008; Hughes, 2011; Stipek & Miles, 2008; Wentzel, 1998).”
How Preschoolers' Social–Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments (2014, background): “For example, emotion knowledge is related to preschoolers’ academic readiness (Garner & Waajid, 2008; Leerkes, Paradise, O’Brien, Calkins, & Lange, 2008; Shields et al., 2001).”
Theory of mind: The state of the art* (2018, background): “In this study then, as well as in others (Garner & Waajid, 2008), ToM helps children develop positive relationships with their peers and moreover with their teachers.”
Children’s Interpretation of Facial Expressions: The Long Path from Valence-Based to Specific Discrete Categories (2013, background): “…teachers, and others who work with children because children’s understanding of emotion is related to their cognitive and linguistic development (Blair, 2002), their later school readiness (Garner & Waajid, 2008), and their likelihood of showing psychopathology (Southam-Gerow & Kendall, 2002).”
Examining the link between preschool social-emotional competence and first grade academic achievement: The role of attention skills (2011, background): “In a sample of preschoolers, Garner and Waajid (2008) found that emotion situation knowledge was a concurrent predictor of concept knowledge and language competence, controlling for age, sex, and income level.”
Early Childhood Teachers as Socializers of Young Children’s Emotional Competence (2012, background): “Emotion knowledge is also related to preschoolers’ pre-academic achievement (Denham et al. in press; Garner and Waajid 2008; Leerkes et al. 2008).”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, background): “Furthermore, as there was only evidence for partial mediation, it might be beneficial to search for other possible mediators (cf., Garner & Waajid, 2008).”
“Plays Nice With Others”: Social–Emotional Learning and Academic Success (2010, background): “…O’Brien, Calkins, and Lange (2008) showed that emotion knowledge—and not emotion regulation—was related to preschoolers’ preacademic achievement (see also Garner & Waajid, 2008, for relations between low-income preschoolers’ emotion knowledge and both classroom adjustment and achievement).”
“I Know How You Feel”: Preschoolers’ emotion knowledge contributes to early school success (2015, background): “Emotion knowledge is also related to preacademic achievement (Garner and Waajid, 2008; Leerkes et al., 2008).”