Emotions Matter: Making the Case for the Role of Young Children's Emotional Development for Early School Readiness

By C. Raver. 2002

643 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/fb4cdae431ab394c35c0c627007eba9bf9cfb222

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In Clinical Psychology

In Education

Citations in the corpus

Social-emotional learning is essential to classroom management (2014, background): “Socialemotional skills are a foundation for children’s positive behavior in school (Boyd et al., 2005; Denham, 2006; Raver, 2002).”
A Developmental Process Analysis of the Contribution of Childhood Emotional Abuse to Relationship Violence (2010, background): “Recent reviews point to the promise of interventions that promote emotional competence through teacher training in modeling or reward-based programs, home-based parenting programs, or multipronged home- and school-based interventions (Izard, 2002; Raver, 2002).”
Measuring Emotional Intelligence in Early Adolescence With the MSCEIT-YV (2012, background): “…intelligence; emotion skills; early adolescence When children and youth are emotionally competent at home and in school, they are more likely to develop into healthy, effective, productive, and caring adults (Raver, 2002; Zigler & BishopJosef, 2006; Zins, Weissberg, Wang, & Walberg, 2004).”
Parental Effects on Children's Emotional Development Over Time and Across Generations (2010, background): “It is apparent that further research is necessary to test which areas of emotional development need to be emphasized in intervention programs, how teaching emotional competence affects other aspects of the child’s functioning (eg, school readiness; Raver, 2002), how this may be different for typical”
Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It? (2006, background): “…article are based on these conceptualizations of social–emotional competence, the clear evidence already elaborated of its importance, and the following research-based recommendations made recently by Raver and colleagues (Raver, 2002, 2004; Raver & Knitzer, 2002; Raver & Zigler, 1997, 2004): 1.”
Preliminary Construct and Concurrent Validity of the Preschool Self-Regulation Assessment (PSRA) for Field-Based Research. (2007, background): “Children with higher levels of impulse control have been found to be at significantly lower risk for later adjustment problems than children who struggle to manage their behavior (Olson et al., 2002; Raver, 2002).”
Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness (2018, background): “When children can regulate their emotions and behaviors, show high levels of prosocial behavior, and sustain their attention on learning-related tasks, they benefit more from instruction in the classroom (Blair, 2002; Raver, 2002).”
Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child Relationships (2010, background): “The abundance of studies evaluating Head Start programs in recent decades has generated a substantial body of evidence on participating children’s cognitive and academic functioning; however, a comparatively small amount of research has been conducted in the areas of social competence and mental hea”
No Child Left Behind Comes to Preschool (2006, background): “There is also compelling evidence that emotional adjustment and self-regulation at school entry are strong predictors of children’s academic performance in school, over and above their academic skills at school entry (see Raver, 2002, for a review).”
“Plays Nice With Others”: Social–Emotional Learning and Academic Success (2010, background): “In recent years, social–emotional learning (SEL) has become an important topic because of its conceptual and empirical linkages with early childhood school readiness and school/classroom adjustment (e.g., Denham, 2006; Raver, 2002; Raver & Knitzer, 2002).”
Conceptualization of readiness and the content of early learning standards: The intersection of policy and research? (2006, positive): “Later school success is dependent on children’s development of self-regulatory behaviors, self-understandings, a sense of security and social relationships with peers and adults during the preschool years (Child Mental Health Foundations, 2000; Crnic & Lamberty, 1994; Espinosa, 2002; Ladd, 1990; McC”