Scripts or Components? A Comparative Study of Basic Emotion Knowledge in Roma and Non-Roma Children

Autor/inn/en	Giménez-Dasí, Marta; Quintanilla, Laura; Lucas-Molina, Beatriz
Titel	Scripts or Components? A Comparative Study of Basic Emotion Knowledge in Roma and Non-Roma Children
Quelle	In: Early Education and Development, 29 (2018) 2, S.178-191 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1380393
Schlagwörter	Foreign Countries; Preschool Children; Minority Group Children; Ethnic Groups; Middle Class; Comparative Analysis; Emotional Intelligence; Nonverbal Communication; Semi Structured Interviews; Standardized Tests; Social Environment; Cultural Context; Intelligence Tests; Verbal Ability; Vocabulary; Spain (Valencia); Spain (Madrid); Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ethnie; Mittelschicht; Emotionale Intelligenz; Non-verbal communication; Nonverbale Kommunikation; Standadised tests; Standardisierter Test; Soziales Umfeld; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz
Abstract	The basic aspects of emotional comprehension seem to be acquired around the age of 5. However, it is not clear whether children's emotion knowledge is based on facial expression, organized in scripts, or determined by sociocultural context. This study aims to shed some light on these subjects by assessing knowledge of basic emotions in 4- and 5-year-old children in 2 complementary ways (semistructured interview and standardized test). We also compare children from 2 very different socioeconomic and cultural backgrounds: middle-class non-Roma children (N = 86) and Roma children from extremely poor, socially marginalized families (N = 47). Research Findings: We report 3 significant findings. First, emotion knowledge appears to be organized into specific scripts associated with each basic emotion. Second, the definition of basic emotions seems to evolve from facial expressions to more complex narrative elements. Third, Roma children experience significant delays in emotion understanding and regulation compared to non-Roma children. Practice or Policy: Intervention programs could be designed with an understanding of the process of knowledge acquisition. These programs could incorporate scripts of emotions and the progressive introduction of more complex narrative elements. In addition, Roma children could especially benefit from intervention programs emphasizing emotion comprehension and regulation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01