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Developing Theory of Mind Abilities in Swedish Pre-Schoolers
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Sundqvist, Annette; Holmer, Emil; Koch, Felix-Sebastian; Heimann, Mikael – Infant and Child Development, 2018
This study explored the development of theory of mind (ToM) in 80 Swedish-speaking 3- to 5-year-olds, a previously unstudied language and culture. The ToM scale was translated and tested in a Swedish context. The results show that the ToM abilities improve significantly with age. In addition, a gender difference was observed for the whole sample,…
Descriptors: Theory of Mind, Preschool Children, Social Development, Emotional Development
Parents' Emotion-Related Beliefs, Behaviours, and Skills Predict Children's Recognition of Emotion
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Castro, Vanessa L.; Halberstadt, Amy G.; Lozada, Fantasy T.; Craig, Ashley B. – Infant and Child Development, 2015
Children who are able to recognize others' emotions are successful in a variety of socioemotional domains, yet we know little about how school-aged children's abilities develop, particularly in the family context. We hypothesized that children develop emotion recognition skill as a function of parents' own emotion-related beliefs,…
Descriptors: Parent Child Relationship, Video Technology, Regression (Statistics), Emotional Response
Associations between Preschoolers' Social-Emotional Competence and Preliteracy Skills
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Curby, Timothy W.; Brown, Chavaughn A.; Bassett, Hideko Hamada; Denham, Susanne A. – Infant and Child Development, 2015
Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child's academic career. Recent literature has implicated social-emotional competence as a potential component in helping children learn preliteracy skills. To further understand the role of social-emotional competence in preliteracy, the…
Descriptors: Social Development, Emotional Development, Competence, Predictor Variables
Development of Infant Positive Emotionality: The Contribution of Maternal Characteristics and Effects on Subsequent Parenting
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Bridgett, David J.; Laake, Lauren M.; Gartstein, Maria A.; Dorn, Danielle – Infant and Child Development, 2013
The current study examined the influence of maternal characteristics on the development of infant smiling and laughter, a marker of early positive emotionality (PE) and how maternal characteristics and the development of infant PE contributed to subsequent maternal parenting. One hundred fifty-nine mothers with 4-month-old infants participated.…
Descriptors: Infant Behavior, Emotional Development, Child Development, Mothers
Sustained Attention Development during the Toddlerhood to Preschool Period: Associations with Toddlers' Emotion Regulation Strategies and Maternal Behaviour
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Graziano, Paulo A.; Calkins, Susan D.; Keane, Susan P. – Infant and Child Development, 2011
The current study examined the role of maternal behaviour and toddlers' emotion regulation strategies in the development of children's sustained attention abilities. Participants for this study included 447 children (232 girls) obtained from three different cohorts participating in a larger ongoing longitudinal study. When the children were 2…
Descriptors: Toddlers, Preschool Children, Parent Child Relationship, Parent Influence
Mother-Child Affect and Emotion Socialization Processes across the Late Preschool Period: Predictions of Emerging Behaviour Problems
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Newland, Rebecca P.; Crnic, Keith A. – Infant and Child Development, 2011
The current study examined concurrent and longitudinal relations between maternal negative affective behaviour and child negative emotional expression in preschool age children with (n=96) or without (n=126) an early developmental risk, as well as the predictions of later behaviour problems. Maternal negative affective behaviour, child…
Descriptors: Socialization, Structural Equation Models, Affective Behavior, Mothers
Reciprocal and Complementary Sibling Interactions, Relationship Quality and Socio-Emotional Problem Solving
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Karos, Leigh Karavasilis; Howe, Nina; Aquan-Assee, Jasmin – Infant and Child Development, 2007
Associations between reciprocal and complementary sibling interactions, sibling relationship quality, and children's socio-emotional problem solving were examined in 40 grade 5-6 children (M age = 11.5 years) from middle class, Caucasian, Canadian families using a multi-method approach (i.e. interviews, self-report questionnaires, daily diary…
Descriptors: Middle Class, Siblings, Sibling Relationship, Problem Solving