PRESCHOOL EMOTIONAL COMPETENCE--PATH TO MENTAL HEALTH

情感能力是儿童互动和形成能力的核心 与他人的关系（Parke，1994; Saarni，1990）。 02 The Dog of the Dog（1990） 国家，“.我们谈论的是[儿童]如何在情感上做出反应， 但同时又有策略地运用他们关于情感的知识 以及他们对与他人关系的表达，这样他们就可以 协商人际交流，调节他们的情感体验 也是（p.116）。“当然，这些能力会继续发展， 但学龄前儿童却出奇地擅长 情感能力的几个组成部分： 辨别自己和他人的情绪状态 用情感这个词汇 对他人情绪的移情介入 意识到内在和外在的情绪状态可能不同 应对厌恶或痛苦的情绪 尽管发展心理学家最近才开始明确 调查小孩子对这些令人印象深刻的发展中国家的使用 在社会过程中的情感能力，它遵循情感 能力将有助于成功地与同龄人互动 (i.e.,社会能力）。 越来越多的证据表明， 正确：情感能力强的孩子更受欢迎 (e.g., Denham，麦金利，Couchoud，& Holt，19900. 但是，还需要做更多的工作，以更好地突出和具体说明这些关键问题。 情感能力里程碑及其社会化，特别是 应用竞技场。 拟议的研究将开始以满足这些需求。 因此，我们将努力阐明更广泛的发展序列，从 社会化变量对一般社会能力的影响， 以儿童的情感为组织框架。 这一重点突出了 情感能力的中心地位 它还体现了一个组织 发展社会能力的方法（沃茨和Sroufe，1983年），其中 强调在同伴互动中带来成功的独特行为， 沿着重要人物的评价， 世界（例如，教师/照顾者、同伴）。

Emotional competence is central to children's ability to interact and form relationships with others (Parke, 1994; Saarni, 1990). As Saarni (1990) states, "...we are talking about how [children] can respond emotionally, yet simultaneously and strategically apply their knowledge about emotions and their expression to relationships with others, so that they can negotiate interpersonal exchanges and regulate their emotional experiences as well (p. 116)." Certainly these abilities continue to develop throughout the lifespan, but preschool-aged children are surprisingly adept at several component skills of emotional competence: discerning one's own, and others', emotional states using the vocabulary of emotion empathic involvement in others' emotions realizing that inner and outer emotional states may differ coping with aversive or distressing emotions Although developmental psychologists have only recently begun to explicit investigate young children's use of this impressive array of developing emotional competencies within social processes, it follows that emotional competence would contribute to success in interacting with one's peers (i.e., social competence). Accumulating evidence suggests that this is true: Young children who are emotionally competent are more well-liked (e.g., Denham, McKinley, Couchoud, & Holt, 19900. But, more work is necessary to better highlight and specify these critical emotional competence milestones and their socialization, particularly for the applied arena. The proposed research will begin to meet these needs. Thus, we will work to elucidate broader developmental sequences, from socialization variables to general social competence, with parents'' and children's emotions as the organizing framework. This focus highlights the centrality of emotional competence. it also embodies an organizational approach to developing social competence (Waters & Sroufe, 1983) in which distinct behaviors which bring success in peer interaction are accented, along with the evaluations of important persons in the child's widening world (e.g., teachers/caregivers, peers).