Parenting styles act as a risk or a protective factor for the development of aggressive behavior problems in children. Moreover, children with deficits in emotion regulation often show increased aggressive behaviors. Previous studies confirm that parenting style also contributes to the development of emotion dysregulation. The present longitudinal…

The errors young children make when recognising others' emotions may be systematic over-identification biases and may partially explain the challenges some have socially. These biases and associations may be differential by emotion. In a sample of 871 ethnically and racially diverse preschool-aged children (i.e. 33-68 months; 49% Hispanic/Latine,…

Interest in social emotional learning (SEL) is higher than ever, as parents, educators, and policymakers recognize that children need more than cognitive skills for later life success. However, most SEL research has been conducted in formal education settings. This article describes results from an empirical study of 4-5 years old SEL in two…

This longitudinal study of Australian families (n = 1,884, from age 6-12) examined how fathers' and mothers' quantitative involvement (time spent on childcare) and qualitative involvement (specific parenting behaviors) relate to children's emotional adjustment development. We used dynamic structural equation modeling to disentangle stable…

Although research has demonstrated that both parents and peers influence adolescent development, it is not clear whether these relationships also serve as contexts for emotion socialization. In the current longitudinal study, we investigated whether maternal and peer emotion socialization were related to adolescent girls' daily emotions, emotion…

Twenty-four early childhood educators in an urban city in the United States completed a social-emotional learning course as part of an intervention to explore how teachers learn to value and practice positive guidance principles. Affection between 124 teacher-child dyads was tracked weekly to measure change in teacher-child relationships.…

This study focused on associations between children's socioemotional development (prosocial behaviour, internalizing and externalizing problems) and parenting styles (affection, behavioural control, and psychological control), and the moderating role of children's social withdrawal (as a temperamental characteristic) in these associations.…

Emotion talk plays an important role in the social and emotional development of preschoolers, but not much work has shown how teachers talk about emotions in the classroom. We recorded preschool teachers' (N = 13) emotion talk in naturalistic observations. Teachers expressed 633 emotion-related utterances, about 3 per hour (range fewer than 1 to…

Emotion regulation is a central feature in human emotional development. However, measures based on children's observable emotion regulation behaviors are largely absent. An inventory of children's emotion regulation strategies was developed from current measures and four focus group discussions with experts in child behavior and emotion. From…

Self-regulation is an essential ability of children to cope with various developmental challenges. This study examines the developmental interplay between emotional and behavioral self-regulation during childhood and the relationship with academic achievement using data from the longitudinal Millennium Cohort Study (UK). Using cross-lagged panel…

The purpose of the present study was to examine the relations of children's emotion knowledge (and its components) and socially appropriate behavior to peer likability in a sample of Italian preschool children at two time-points. At both Time 1 (T1; n = 46 boys, 42 girls) and a year later at Time 2 (T2; n = 26 boys, 22 girls), children's emotion…

The study deals with self-regulation in children and minors (aged 11 to 19 years) living in so-called "total institutions". It examines the degree of self-regulation of behaviour from the perspective of the children and minors themselves and from the perspective of their key workers. Children and minors and their key workers differ…

This study investigated different forms of pretend and physical play as predictors of preschool children's "affective social competence" (ASC). Data were collected from 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity) over a 2-year period. Children participated in…

Research has demonstrated mixed results regarding differences in social and emotional characteristics between gifted and typical populations. The purpose of this secondary analysis of data from the Early Childhood Longitudinal Study: Birth Cohort (ECLS-B) is to investigate the affective characteristics of early mathematics and literacy ability…

Research Findings: Children's early academic achievement is supported by positive social and behavioral skills, and difficulties with these skills frequently gives way to underachievement. Social and behavioral problems often arise as a product of parent-child interactional patterns and environmental influences. Few studies have examined the role…