Early emotional development in infants and toddlers
Perspectives of Early Head Start staff and parents
Datos Bibliográficos
As part of a curriculum‐development project, focus groups were implemented with Early Head Start staff and with parents of infants and toddlers enrolled in Early Head Start. Focus groups were designed to identify staff and parent beliefs about early emotional development. Three major themes were identified that crossed the staff and parent focus groups: (a) Infants' and toddlers' abilities to have emotions and to be aware of others' emotions; (b) roles of parents as advocates, teachers, and disciplinarians; and (c) parental reflectivity about their own experiences as influences on their parenting. The findings suggest that parents participating in Early Head Start have some knowledge about basic emotions and the developmental nature of emotions, but may easily misinterpret emotional displays only as attempts at manipulation rather than as valid expressions of feelings; expectations for gender‐appropriate emotional expressiveness begin early; more empowered parents may view themselves as role models and teachers for their children; and more reflective parents are better prepared to engage in the sensitive interactions needed to guide young children's growing awareness of their own and others' emotions. Implications for parenting education and program planning utilizing an infant mental health perspective are discussed
Curriculum · Developmental psychology · Early childhood · Early Head Start · Emotional development · Feeling · Focus group · Head start · Pedagogy · Social change · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
Toddlers' Social‐emotional Competence in the Contexts of Maternal Emotion Socialization and Contingent Responsiveness in a Low‐income Sample
Effects of parental supportiveness on toddlers' emotion regulation over the first three years of life in a low‐income African American sample
Head Start Enrollment and Children's Mental Health Treatment
Parental Coping with Children's Negative Emotions
Rethinking Maternal Sensitivity
Parental meta-emotion philosophy and the emotional life of families
Profiles of Social Competence among Low–Income African American Preschool Children
Emotion Regulation as a Scientific Construct
The Environment of Poverty
The Development of Self-Regulation in the First Four Years of Life
The Development of Emotion Regulation and Dysregulation
Mother and Infant Talk About Mental States Relates to Desire Language and Emotion Understanding
Social-Emotional Competence as Support for School Readiness
Parental Socialization of Emotion
Single Mothers in Low-Wage Jobs
The Relation Between Mothers' Reports of Family-of-Origin Expressiveness and Their Emotion-Related Parenting
A Contextual Approach to the Development of Self‐regulatory Competencies
Mothers’ Regulation Strategies in Response to Toddlers’ Affect
Influence of Gender on Parental Socialization of Children's Sadness Regulation
Gender Differences in Parent–Child Emotion Narratives
Consequences of growing up poor
Emotional Socialization in the Postmodern Era
Social disadvantage and neglectful parenting as precursors to the development of antisocial and aggressive child behavior
Predicting preschoolers' externalizing behaviors from toddler temperament, conflict, and maternal negativity
Issues of Representation within Qualitative Inquiry
Adult attachment representations, parental responsiveness, and infant attachment
Identifying the Effects of Income on Children's Development Using Experimental Data
| Obras citantes distintas | 3 |
|---|---|
| Citas por año | 0,18 |
| Intervalo de citas | 2009 - 2014 (6) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 3 |