Craig S Bailey
Biographic Data
| ID | 4600844 |
|---|---|
| NAME | Craig S Bailey |
| GIVEN NAMES | Craig S |
| FAMILY NAME | Bailey |
| SIGNATURE | BAILEY C S |
| AFFILIATIONS | Yale University |
| ORCID | 0000-0003-2179-528X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Emotion-specific recognition biases and how they relate to emotion-specific recognition accuracy, family and child demographic factors, and social behaviour
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, 52% Children of Colour), emotion recognition was assessed, and scores for accuracy and bias were calc…
Social and Emotional Learning and Early Literacy Skills
RULER is a pre-K–12 systemic approach to social and emotional learning (SEL) that supports educators in cultivating emotion skills and provides them with pedagogical principles and tools to help them explicitly teach social and emotional skills to students. The current study tests whether preschool-level access to RULER was associated with growth in early literacy skills using a sample of 1051 preschoolers in 95 classrooms across 19 community-bas…
Teachers’ consistency of emotional support moderates the association between young children's regulation capacities and their preschool adjustment
Objectives: Preschool teachers' consistency of warm, sensitive, and responsive interactions with children may be more important than average levels and may moderate the association between children's cognitive and emotion regulation and their preschool adjustment. Methods: A sample of 312 boys and girls aged 32 to 68 months in 44 classrooms at 16 privately-funded centers and Head Starts completed assessments of emotional and cognitive regulation …
Teacher-child racial congruence and young children's preschool adjustment
Teaching emotion regulation in schools
Emotion regulation skills are critical to young children's school readiness and later academic achievement, as well as educators' efficacy, stress, and job satisfaction. In this article, we demonstrate how the science of emotion regulation can be translated into practical steps for educating teachers and students in schools. We begin with the crucial role of supporting educators in developing their own emotion regulation skills. We also discuss c…
Computerized social-emotional assessment measures for early childhood settings
Emotional and organizational supports for preschoolers’ emotion regulation
Preschool teachers, like parents, support children in ways that promote the regulation capacities that drive school adjustment, especially for children struggling to succeed in the classroom. The purpose of this study was to explore the emotionally and organizationally supportive classroom processes that contribute to the development of children's emotion regulation and executive control. Emotion regulation and executive control were assessed in …
Emotional and organizational supports for preschoolers’ emotion regulation
Preschool teachers, like parents, support children in ways that promote the regulation capacities that drive school adjustment, especially for children struggling to succeed in the classroom. The purpose of this study was to explore the emotionally and organizationally supportive classroom processes that contribute to the development of children's emotion regulation and executive control. Emotion regulation and executive control were assessed in …
Computerized social-emotional assessment measures for early childhood settings
Teaching emotion regulation in schools
Emotion regulation skills are critical to young children's school readiness and later academic achievement, as well as educators' efficacy, stress, and job satisfaction. In this article, we demonstrate how the science of emotion regulation can be translated into practical steps for educating teachers and students in schools. We begin with the crucial role of supporting educators in developing their own emotion regulation skills. We also discuss c…
Teachers’ consistency of emotional support moderates the association between young children's regulation capacities and their preschool adjustment
Objectives: Preschool teachers' consistency of warm, sensitive, and responsive interactions with children may be more important than average levels and may moderate the association between children's cognitive and emotion regulation and their preschool adjustment. Methods: A sample of 312 boys and girls aged 32 to 68 months in 44 classrooms at 16 privately-funded centers and Head Starts completed assessments of emotional and cognitive regulation …
Teacher-child racial congruence and young children's preschool adjustment
Social and Emotional Learning and Early Literacy Skills
RULER is a pre-K–12 systemic approach to social and emotional learning (SEL) that supports educators in cultivating emotion skills and provides them with pedagogical principles and tools to help them explicitly teach social and emotional skills to students. The current study tests whether preschool-level access to RULER was associated with growth in early literacy skills using a sample of 1051 preschoolers in 95 classrooms across 19 community-bas…
Emotion-specific recognition biases and how they relate to emotion-specific recognition accuracy, family and child demographic factors, and social behaviour
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, 52% Children of Colour), emotion recognition was assessed, and scores for accuracy and bias were calc…
Early Childhood Education and Development (7 works) · Psychology (7 works) · Developmental psychology (6 works) · Social Psychology (6 works) · Child and Adolescent Psychosocial and Emotional Development (5 works) · Social Psychology (4 works) · Cognition (2 works) · Mathematics education (2 works) · Multilevel model (2 works) · Parental Involvement in Education (2 works)