NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1070536
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1040-9289
Self-Regulation, Language Skills, and Emotion Knowledge in Young Children from Northern Germany
von Salisch, Maria; Haenel, Martha; Denham, Susanne Ayers
Early Education and Development, v26 n5-6 p792-806 2015
Research Findings: In order to examine the explanatory power of behavioral self-regulation in the domain of emotion knowledge, especially in a non-U.S. culture, 365 German 4- and 5-year-olds were individually tested on these constructs. Path analyses revealed that children's behavioral self-regulation explained their emotion knowledge in the context of the less instructionally oriented German kindergarten, much like in the United States. In addition, behavioral self-regulation contributed uniquely to the explanation of German children's emotion knowledge, even when language skills and a measure of verbal conflict inhibition as known predictors of emotion knowledge were included as covariates. The path model for the 4-year-olds underlined the importance of behavioral self-regulation and showed less integration among verbal conflict inhibition, language skills, and emotion knowledge than that for the 5-year-olds. Practice or Policy: Results underline the importance of self-regulation for young children's learning about emotions in all cultures, alone and in tandem with receptive language skills and abilities for (verbal) inhibition.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany