How is This Child Feeling? Preschool-Aged Children's Ability to Recognize Emotion in Faces and Body Poses

Autor/inn/en	Parker, Alison E.; Mathis, Erin T.; Kupersmidt, Janis B.
Titel	How is This Child Feeling? Preschool-Aged Children's Ability to Recognize Emotion in Faces and Body Poses
Quelle	In: Early Education and Development, 24 (2013) 2, S.188-211 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2012.657536
Schlagwörter	Preschool Children; Nonverbal Communication; Emotional Response; Recognition (Psychology); Internet; Measures (Individuals); Child Behavior; Correlation; Gender Differences; Aggression; Interpersonal Competence; Teacher Attitudes; Parent Attitudes; Human Body; Task Analysis; Intervention; Behavior Problems; Questionnaires; Visual Aids; Likert Scales; Conners Rating Scales; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Non-verbal communication; Nonverbale Kommunikation; Emotionales Verhalten; Recognition; Wiedererkennen; Messdaten; Korrelation; Geschlechterkonflikt; Interpersonale Kompetenz; Lehrerverhalten; Elternverhalten; Menschlicher Körper; Aufgabenanalyse; Fragebogen; Anschauungsmaterial; Likert-Skala
Abstract	Research Findings: The study examined children's recognition of emotion from faces and body poses, as well as gender differences in these recognition abilities. Preschool-aged children ("N" = 55) and their parents and teachers participated in the study. Preschool-aged children completed a web-based measure of emotion recognition skills that included 5 tasks (3 with faces and 2 with bodies). Parents and teachers reported on children's aggressive behaviors and social skills. Children's emotion accuracy on 2 of the 3 facial tasks and 1 of the body tasks was related to teacher reports of social skills. Some of these relations were moderated by child gender. In particular, the relationships between emotion recognition accuracy and reports of children's behavior were stronger for boys than girls. Practice or Policy: Identifying preschool-aged children's strengths and weaknesses in terms of the identification of emotion from faces and body poses may be helpful in guiding interventions with children who have problems with social and behavioral functioning that may be due in part to emotion knowledge deficits. Further developmental implications of these findings are discussed. (Contains 5 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10