Emotional Competence and Early School Adjustment: A Study of Preschoolers at Risk

By Ann Shields, S. Dickstein, R. Seifer, L. Giusti, Karin Dodge Magee, Becky L. Spritz. 2001

276 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d8e968a60bb7685e35a9827bfffd106d025358eb

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Citations in the corpus

Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head Start (2016, background): “When children are in settings where adults are responsive and emotionally supportive to their needs, they develop more secure attachments that facilitate the development of these skills (Mashburn et al., 2008; Shields et al., 2001).”
“I Know How You Feel”: Preschoolers’ emotion knowledge contributes to early school success (2015, background): “Specifically, Head Start preschoolers’ emotion knowledge predicted later classroom adjustment, even with age, verbal ability, and emotion regulation partialled (Shields et al., 2001).”
Exploring the predictable classroom: preschool teacher stress, emotional supportiveness, and students’ social-emotional behavior in private and Head Start classrooms (2013, unknown): “…social and emotional skills that have significant ramifications on academic success and school adjustment (Blair, 2003; Denham, Zinsser, & Brown, in press; Graziano, Reavis, Keane, & Calkins, 2007; Leerkes, Paradise, O’Brien, Calkins, & Lange, 2008; Shields et al., 2001; Trentacosta & Izard, 2007).”
Arts Enrichment and Preschool Emotions for Low-Income Children at Risk. (2013, methodology): “This measure was developed to foster the study of emotion regulation beyond infancy and toddlerhood (Shields & Cicchetti, 1997) and has been used in multiple studies with Head Start populations (see Berhenke et al., 2011; Miller, Gouley, Seifer, Dickstein, & Sheilds, 2004; Miller et al., 2003; Shiel”
Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It? (2006, background): “Thus, the AKT appears to be a useful assessment tool to document status and change in emotion knowledge as a key aspect of social–emotional learning; it has already demonstrated its usefulness in this role (Domitrovich et al., 2002; Shields et al., 2001).”
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).”
Implications of emotion regulation on young children’s emotional wellbeing and educational achievement (2016, background): “examining the influence of emotion-regulation on children’s later academic achievement (Garner 2010; Miller et al. 2006; Shields et al. 2001; Trentacosta and Izard 2007).”
Emotional Competence and its Influences on Teaching and Learning (2010, background): “The emotion knowledge composite was positively related to teacherrated school adjustment and adaptation (Shields et al. 2001).”
Early Childhood Teachers as Socializers of Young Children’s Emotional Competence (2012, background): “…progress, cooperation/engagement in the classroom, positive relationships with staff, and enjoyment of school), even with effects of age, verbal ability, emotional ability, and understanding of emotion held constant (Shields et al. 2001; see also Graziano et al. 2007; Miller et al. 2006).”
“Plays Nice With Others”: Social–Emotional Learning and Academic Success (2010, background): “More specifically, Shields et al. (2001) as- sessed Head Start teachers’ views of preschoolers’ emotion regulation—their adaptive regulation, including their flexibility, equanimity, and the contextual appropriateness of their emotional expression.”
Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects (2018, background): “A lack of SEC can result in problembehavior and peer rejection (Schultz, Izard, Ackerman,&Youngstrom, 2001; Shields et al., 2001), and behavioral problems that occur in the early years can perpetuate through childhood and adolescence (Campbell, 1995; Kingston & Prior, 1995; Ladd & Burgess, 1999;…”
Parenting and children's motivation at school. (2009, background): “Children's emotional competence, including being able to identify and understand emotions and to regulate emotional responses, have been linked to both academic and social outcomes (Howse, Calkins, Anastopoulos, Keane, & Shelton, 2003; Shields et al., 2001).”
Preservice Teachers’ Emotion-Related Regulation and Cognition: Associations With Teachers’ Responses to Children's Emotions in Early Childhood Classrooms (2012, background): “…have been associated with social-emotional competence among young children as well as success in early schooling (Hamre & Pianta, 2005; Kontos & Wilcox-Herzog, 1997; Mashburn et al., 2008; Shields et al., 2001), yet few studies have specifically examined teachers’ emotion socialization practices.”