![]() Measures of EK have often examined the construct solely with the use of receptive emotion knowledge tasks in which children match a spoken emotion descriptor or label to a picture of an emotion expression ( Barth & Bastiani, 1997 Kusche, 1984 Mostow et al., 2002). ![]() Limitations of Current Emotion Knowledge Measures Cole, Tamang, and Shrestha (2006) found that 3- to 5-year-old Nepali children were differentially socialized to display anger or shame in response to thwarted efforts, depending on whether they belonged to the high-caste Hindu Brahman group or the Buddhist Tamang group. Low-income and African American mothers also value discussion of internal state and emotional language and those mothers who use more emotional language tend to have preschool age children with greater emotion situation knowledge ( Blake, 1993 Garner, Jones, Gaddy, & Rennie., 1997).Įmotion situation knowledge may also be culture specific in that certain situations may elicit different emotions depending on cultural expectations. Wang (2003) found 3- to 6-year-old American children to have higher emotion situation knowledge than Chinese children of the same age, due to less discourse about emotions between Chinese parents and their children. There may be different cultural values of the importance of emotion discourse in the home. Such emotion discourse contributes to the early stages of the development of emotion situation knowledge. However, children as young as two may talk about their own and others' emotions as well as the causes and consequences of those emotions in casual conversation ( Dunn, 1994). Cognitive ability, particularly verbal skill, plays a role in expressive emotion knowledge, such that greater verbal skill aids in greater ability to label emotion expressions accurately.Įmotion situation knowledge, understanding which situations tend to elicit which emotions (e.g., happiness, sadness, anger, and fear) emerges during the preschool years and continues to develop through the grade school years ( Brody & Harrison, 1987 Denham, 2003 Denham & Couchoud, 1990 Stifter & Fox, 1987). As a result, toddlers may learn to attach these labels to facial expressions, leading to the development of expressive emotion knowledge ( Izard, 1991 Schultz et al., 2001). Toddlers may witness their parents expressing emotion feeling and using emotion labels in conjunction with these emotion expressions. ![]() As expected in this period of development, some researchers have found children's ability to recognize emotions to be unrelated to their verbal ability ( Dunn, Brown, & Beardsall, 1991).Įxpressive emotion knowledge develops fairly rapidly in the preschool years but can start as early as 18 months of age ( Denham, 2003 Odom & Lemond, 1972). These expressions can communicate feelings of joy, sadness, anger, and fear to the young infant ( Izard et al., 1995 Trevarthen, 2005). Early on, infants reference human faces to learn and share emotion expressions. It first manifests itself in the ability to recognize emotion signals in the facial expressions or vocal tone of others ( Denham, 2003). Receptive emotion knowledge usually emerges first in early development. ![]() Those of concern here are receptive emotion knowledge, expressive emotion knowledge, and emotion situation knowledge. The construct of EK consists of several components. Higher EK may be related to effortful control and higher academic competence in young children ( Fabes, Martin, Hanish, Anders, & Madden-Derdich, 2003 Trentacosta & Izard, 2007). EK has been related significantly to prosocial behavior, higher social competence, and emotion regulation in 3- to 7-year-old children ( Denham et al., 2003 Izard et al., 2001 Mostow, Izard, Fine, & Trentacosta, 2002 Shields, Dickstein, et al., 2001). Although understanding emotions may involve other components, we believe these abilities to be most important in enabling effective communication and adaptive use of emotion expression in young children (Izard, Trentacosta, King, Morgan, & Diaz, 2005). These abilities are often termed receptive emotion knowledge (recognizing emotion expressions), expressive emotion knowledge (labeling expressions), and emotion situation knowledge (understanding emotion as a causal process), respectively( Ackerman & Izard, 2004 Denham, 2003 Fine, Izard, Mostow, Trentacosta, & Ackerman, 2003 Schultz, Izard, Ackerman, & Youngstrom, 2001). Emotion knowledge (EK) includes the ability to recognize expressions of emotions, label expressions of emotions and understand the causes and consequences of emotions. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |