Preschool emotional competence: pathway to social competence?

By S. Denham, K. Blair, E. DeMulder, Jennifer Levitas, Katherine Sawyer, Sharon Auerbach-Major, P. Queenan. Child Development, 2003

1,419 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c55bdbef0a150663c3d9598b79b47253d2a2bed3

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Citations in the corpus

“Plays Nice With Others”: Social–Emotional Learning and Academic Success (2010, background): “If the sometimes strident debate about the very nature of emotion regulation—which we have avoided discussing here—is to be given credence, emotional expressiveness and emotion regulation are likely to be related (see Denham et al., 2003; Miller, Fine, et al., 2006).”
Promoting Emergent Literacy and Social–Emotional Learning Through Dialogic Reading (2006, background): “This emotion vocabulary growth benefits social–emotional skill development, too (Denham et al., 2003; Saarni, 1999).”
Relating emotional abilities to social functioning: a comparison of self-report and performance measures of emotional intelligence. (2006, neutral): “Emotional abilities, including the ability to perceive, use, understand, and manage emotion, contribute to optimal social functioning (Denham et al., 2003; Eisenberg, Fabes, Guthrie, & Reiser, 2000; Feldman, Philippot, & Custrini, 1991; Nowicki & Duke, 1994; Savage, 2002).”
Playing it cool: Temperament, emotion regulation, and social behavior in preschoolers (2004, background): “…preschoolers’ social competence, the emergence of emotion regulation is vital to the creation and maintenance of positive relationships with peers (Denham et al., 2003); children who thrive in social interactions with peers, particularly those who succeed in negative interactions, effectively…”
Dealing with Feelings: How Children Negotiate the Worlds of Emotions and Social Relationships (2007, background): “…identified aggression and oppositionality or peer problems have been found to show specific deficits in understanding emotion expressions and situations, both concurrently and predictively (Denham et al., 2003; Denham, Blair et al., 2002; Denham, Caverly et al., 2002; Hughes, Dunn, & White, 1998).”
Empathy from infancy to adolescence: An attachment perspective on the development of individual differences (2017, background): “Preschoolers’ emerging verbal ability and wider repertoire of emotion regulation strategies also set the stage for more mature emotion understanding and perspective taking (e.g., Denham, Caverly et al., 2002; Denham et al., 2003; Strayer, 1980).”
Children's Emotional Competence and Attentional Competence in Early Elementary School (2006, background): “Similar to previous research that examined multiple indicators of emotional competence, the present study did not support consistent, strong relations between emotion knowledge and children’s emotion expression (e.g., Arsenio et al., 2000; Denham et al., 2003; Schultz et al., 2004).”
Preservice Teachers’ Emotion-Related Regulation and Cognition: Associations With Teachers’ Responses to Children's Emotions in Early Childhood Classrooms (2012, background): “Related to this is the fact that high-quality teacher– child interactions in early childhood settings have been shown to contribute to children’s social-emotional competence (Denham et al., 2003; White & Howe, 1998).”
Emotion and Cognition Processes in Preschool Children (2008, background): “Knowledge about emotions allows children to communicate their own emotional experiences effectively and respond appropriately to the emotional signals of other people, thereby enhancing social competence (Denham et al., 2003).”
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. (2009, background): “Research has connected stronger effortful control, important for behavioral regulation, with better interpersonal skills requiring emotion regulation, such as being able to control negative outbursts of anger and aggression and modulate positive reactions like excitement (Denham et al., 2003; Diener”
Effortful Control, Executive Functions, and Education: Bringing Self‐Regulatory and Social‐Emotional Competencies to the Table (2012, background): “…structured, children who are unable to pay attention or control their behavior are likely to experience difficulties with peers and teachers (Denham et al., 2003; Pianta, Steinberg, & Rollins, 1995; Rimm-Kaufman, LaParo, Downer, & Pianta, 2005), whereas those who exhibit good effortful…”
Basic Emotions, Natural Kinds, Emotion Schemas, and a New Paradigm (2007, background): “Emotion knowledge predicted not only social competence but academic achievement and academic competence as well (Denham, 1998; Denham et al., 2003; Izard et al., 2001; Mostow, Izard, Fine, & Trentacosta, 2002; Trentacosta & Izard, 2007).”
How Reading Books Fosters Language Development around the World (2012, background): “Preschool children with strong regulatory skills are better able to form positive relations with peers and teachers [37], display greater social competence in kindergarten [38], and have better achievement in kindergarten and beyond [39] relative to their peers with poorer regulatory skills.”
Components of Social Competence and Strategies of Support: Considering What to Teach and How (2006, background): “In a recent study, preschoolers emotional competence, including self-regulation, was found to contribute significantly to their long-term social competence (Denham et al., 2003).”