Emotional Competence, Emotion Socialization, and Young Children's Peer-Related Social Competence

By P. Garner, Kimberly M. Estep. 2001

118 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b0f6bc446930112aedbe5d7692febbbdc25154f4

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Citations in the corpus

Emotional development in preschoolers and socialization (2020, background): “Social development is a complex process during which the child appropriates the objectively set norms of behaviour and constantly discovers oneself as a social subject (Garner & Estep, 2001).”
Emotion Knowledge and Self-Regulation as Predictors of Preschoolers’ Cognitive Ability, Classroom Behavior, and Social Competence (2012, background): “Taken together, talking about and expressing high levels of positive emotion explained more variance in peer popularity and in the extent to which children were chosen as targets of social initiations than either competency did alone (Boyatzis & Satyaprasad, 1994; Garner & Estep, 2001).”
Stress and Coping in Childhood: The Parents' Role (2004, background): “…frustration situations (e.g., Calkins & Johnson, 1998; Calkins et al., 1998; Gilliom et al., 2002); positive affect and distraction in the disappointment task (Spinrad et al., 2004); and escape and verbal objections in the peer observation studies (Eisenberg & Fabes, 1994; Garner & Estep, 2001).”
Dealing with Feelings: How Children Negotiate the Worlds of Emotions and Social Relationships (2007, background): “As well, preschoolers’ spontaneous use of emotion language is related to higher quality peer interactions and greater peer acceptance (Fabes, Eisenberg, Hanish, & Spinrad, 2001; Garner & Estep, 2001).”
Showing and telling about emotions: Interrelations between facets of emotional competence and associations with classroom adjustment in Head Start preschoolers (2006, background): “Emotional expressiveness, specifically infrequent expression of negative emotion, has also been linked to positive outcomes, such as peer status, prosocial behaviour and social skills (Eisenberg & Fabes, 1992; Eisenberg et al., 1993; Garner & Estep, 2001; Walden, Lemerise, & Smith, 1999).”
Emotional Competence and its Influences on Teaching and Learning (2010, background): “drawings, real people or photographs of real people posing emotions, or puppets who “act out “ emotions vocally, behaviorally, and contextually (Denham and Couchoud 1990; Fabes et al. 2001; Garner and Estep 2001; Michalson and Lewis 1985), but children may perform better if they are asked to interpr”
Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills (2013, background): “Teachers’ emotional support consistency may allow preschoolers to feel competent in their ability to accurately predict others’ emotions and, in return, display higher levels of social competence and lower levels of problem behaviors (Garner & Estep, 2001; Halberstadt et al., 2001).”
Playing around in school: Implications for learning and educational policy. (2010, background): “As early as 3 to 5 years, knowledge about emotions is related to friendly, considerate behavior, willingness to make amends after harming another, and constructive responses to disputes with age-mates (Brown, & Dunn, 1996; Dunn, Brown, & Macquire, 1995; Garner & Estep, 2001).”
Parenting Style as a Context for Emotion Socialization (2009, background): “Understanding emotion socialization is important for a range of reasons, including the relationship between emotional competence and psychological health and issues of social competence in childhood and adulthood ( Garner & Estep, 2001 ; Gross & Levenson, 1997 ).”