Predicting early emotion knowledge development among children of colour living in historically disinvested neighbourhoods: consideration of child pre-academic abilities, self-regulation, peer relations and parental education.
Predicting early emotion knowledge development among children of colour living in historically disinvested neighbourhoods: consideration of child pre-academic abilities, self-regulation, peer relations and parental education.
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预测生活在历史上被剥夺的社区的有色人种儿童的早期情感知识发展：考虑儿童的学前能力、自我调节、同伴关系和父母教育。
DOI：
10.1080/02699931.2019.1587388
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发表时间：
2019
影响因子：
2.6
通讯作者：
Brotman,LaurieMiller
中科院分区：
文献类型：
--
作者：
Ursache,Alexandra;Dawson-McClure,Spring;Siegel,Jessica;Brotman,LaurieMiller
情绪知识，准确感知和标记情绪的能力，预测更高质量的同伴关系，更高的社会能力，更高的学术成就，更少的行为问题。然而，关于情感知识早期发展的预测因子知之甚少。本研究探讨了在高度贫困的城市学校参加学前班和幼儿园课程的儿童的情绪知识发展。本研究将学前能力、自我调节、同伴关系和父母教育作为儿童情绪知识发展的预测因子。生活在历史上被剥夺投资的社区的儿童样本（n= 1 034）主要是黑人（85%）和低收入（61%）。样本是一个集群（学校）随机对照试验在10所公立小学的纵向随访研究的一部分。儿童的情绪知识进行了评估，一系列的任务三次超过两年的时间。在基线上，父母和教师报告了同伴关系，儿童完成了学前能力测试，独立观察员评价了儿童的自我调节能力，父母报告了他们的教育程度。结果表明，情绪知识随着时间的推移而增加，学前能力，自我调节，同伴关系和父母教育独立预测儿童的情绪知识。这项研究强调了多个因素，预测主要是黑人儿童生活在历史上被剥夺投资的社区的情感知识。
Emotion knowledge, the ability to accurately perceive and label emotions, predicts higher quality peer relations, higher social competence, higher academic achievement, and fewer behaviour problems. Less is known, however, about predictors of early development of emotion knowledge. This study examines emotion knowledge development among children attending pre-Kindergarten and Kindergarten programmes in high-poverty urban schools. The study considers child pre-academic abilities, self-regulation, peer relations and parental education as predictors of emotion knowledge development over two years. The sample (n= 1034) of children living in historically disinvested neighbourhoods was primarily Black (85%) and low-income (∼ 61%). The sample was part of a longitudinal follow-up study of a cluster (school) randomised controlled trial in ten public elementary schools. Children’s emotion knowledge was assessed with a series of tasks three times over a two-year period. At baseline, parents and teachers reported on peer relations, children completed a test of pre-academic abilities, independent observers rated child self-regulation, and parents reported on their educational attainment. Results demonstrate that emotion knowledge increases over time, and pre-academic abilities, self-regulation, peer relations, and parent education independently predict children’s emotion knowledge. This study highlights multiple factors that predict emotion knowledge among primarily Black children living in historically disinvested neighbourhoods.