Emotions and social development in childhood
Research output: Contributions to collected editions/works › Chapter › peer-review
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Emotions and social development in childhood. / Salisch, Maria; Voltmer, Katharina; Miller-Slough , Rachel et al.
The Wiley‐Blackwell Handbook of Childhood Social Development. ed. / Peter Smith; Craig Hart. 3. ed. Cambridge : Wiley-Blackwell Publishing Ltd., 2022. p. 631-650 (The Wiley‐Blackwell Handbook of Childhood Social Development).Research output: Contributions to collected editions/works › Chapter › peer-review
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TY - CHAP
T1 - Emotions and social development in childhood
AU - Salisch, Maria
AU - Voltmer, Katharina
AU - Miller-Slough , Rachel
AU - Chin, Jui-Chih
AU - Denham, Susanne A.
N1 - Publisher Copyright: © 2022 John Wiley & Sons Ltd.
PY - 2022/4/5
Y1 - 2022/4/5
N2 - The emotional competencies of each period of childhood are situated within social relationships and cultures. This chapter describes contributions of emotional competence to social competence within differing relationships. Emotional competence is the ability to fully experience and express a variety of emotions, regulate emotional expressiveness and experience when necessary, and understand the emotions of self and others. Culture-specific socialization goals are related to the development of children's emotion regulation. Emotion knowledge conveys crucial interpersonal information, guiding interaction. The asymmetrical nature of the parent–child relationship facilitates socioemotional development in several ways. Parents are children's primary attachment figures who assist with co-regulation of emotion. A mixture of perspectives and methods – self- and third-party assessment, using both ratings and observations, should be most useful in obtaining a comprehensive picture of children's emotional competence. Children with higher emotional competence tend to have more friends or make more friends over time.
AB - The emotional competencies of each period of childhood are situated within social relationships and cultures. This chapter describes contributions of emotional competence to social competence within differing relationships. Emotional competence is the ability to fully experience and express a variety of emotions, regulate emotional expressiveness and experience when necessary, and understand the emotions of self and others. Culture-specific socialization goals are related to the development of children's emotion regulation. Emotion knowledge conveys crucial interpersonal information, guiding interaction. The asymmetrical nature of the parent–child relationship facilitates socioemotional development in several ways. Parents are children's primary attachment figures who assist with co-regulation of emotion. A mixture of perspectives and methods – self- and third-party assessment, using both ratings and observations, should be most useful in obtaining a comprehensive picture of children's emotional competence. Children with higher emotional competence tend to have more friends or make more friends over time.
KW - Psychology
KW - Children's emotion regulation
KW - Culture-specific socialization
KW - Emotional competence
KW - Parent-child relationship
KW - Social competence
KW - Socioemotional development
UR - https://www.mendeley.com/catalogue/5ffd6def-0457-313b-9ca9-77ca03cf005e/
UR - http://www.scopus.com/inward/record.url?scp=85134678054&partnerID=8YFLogxK
U2 - 10.1002/9781119679028.ch34
DO - 10.1002/9781119679028.ch34
M3 - Chapter
SN - 978-1-119-67898-4
T3 - The Wiley‐Blackwell Handbook of Childhood Social Development
SP - 631
EP - 650
BT - The Wiley‐Blackwell Handbook of Childhood Social Development
A2 - Smith, Peter
A2 - Hart, Craig
PB - Wiley-Blackwell Publishing Ltd.
CY - Cambridge
ER -