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Preschoolers' (N = 143) patterns of emotional expressiveness, emotion regulation, and emotion knowledge were assessed. Their contributions to social competence, as evidenced by sociometric likability and teacher ratings, were evaluated via latent variable modeling, both concurrently and across time. Moderation of key results by age and sex was also(More)
Parental emotions and behaviors that contribute to continuity and change in preschool children's externalizing problems were examined. Mothers and fathers were observed interacting with their children, and child-rearing styles were reported. Teachers, mothers, and children reported children's antisocial, oppositional behavior. Externalizing problems showed(More)
It was predicted that social cognitive, behavioral, and affective aspects of young children's social development would predict stable peer ratings of their likability. Measures of likability, emotion knowledge, prosocial and aggressive behavior, peer competence, and expressed emotions (happy and angry) were obtained for 65 subjects (mean age = 44 months).(More)
Preschoolers (N=322 in preschool, 100 in kindergarten) were assessed longitudinally to examine the self-regulatory roots of emotion knowledge (labelling and situation) and the contributions of emotion knowledge to early school adjustment (i.e., including social, motivational, and behavioural indices), as well as moderation by age, gender, and risk. Age,(More)
Social-emotional behavior of 352 3- and 4-year-olds attending private child-care and Head Start programs was observed using the Minnesota Preschool Affect Checklist, Revised (MPAC-R). Goals of the investigation included (a) using MPAC-R data to extract a shortened version, MPAC-R/S, comparing structure, internal consistency, test-retest reliability, and(More)
The importance of early self-regulatory skill has seen increased focus in the applied research literature given the implications of these skills for early school success. A three-factor latent structure of self-regulation consisting of compliance, cool executive control, and hot executive control was tested against alternative models and retained as best(More)
Examined how aspects of social-emotional learning (SEL)-specifically, emotion knowledge, emotional and social behaviors, social problem-solving, and self-regulation-clustered to typify groups of children who differ in terms of their motivation to learn, participation in the classroom, and other indices of early school adjustment and academic success. 275(More)
BACKGROUND We sought to identify patterns of social cognitive differences among preschoolers that were related to risk of stable aggressive behavior with peers. Following Lemerise and Arsenio (2000), we considered the emotional components of early social cognition, reasoning that young children's substrate of emotion knowledge serves them in decoding social(More)
Patterns of developmental change and individual differences in social competence were examined in children of depressed and psychiatrically well mothers, during the toddler-to-late-preschool period. Forty-one children were observed in peer interaction at ages two and five under semi-naturalistic laboratory conditions intended to elicit a range of emotions(More)