EMOTIONAL INTELLIGENCE: EMOTIONAL UNDERSTANDING AND RELATIONSHIPS BETWEEN COUPLES IN THE KINDERGARTEN

Article Sidebar

PDF (Español (España))
Published: Dec 21, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v5.659
Keywords:
Emotional intelligence emotional understanding peer relationship sociometric analysis

Main Article Content

Natalie de Nóbrega dos Santos
Universidad de Madeira
Glória Franco
Universidad de Madeira

Abstract

The main models of emotional intelligence (IE) were design primarily for adults, not for children. For this reason, many aspects of the EI rarely studied in preschoolers. Thus, this study aims to analyze the emotional understanding (CE), a complex construct, considered a key component of IE in young children and that includes various skills, including the differentiating one’s emotions and understand the emotions of others based in facial expressions and characteristics of situations of emotional context. Our goal is to analyze the relationship between emotional understanding and peer relations. The sample consisted of 210 children between 3 and 6 years of age, which were administered the Test of Emotion Comprehension (TEC, Pons et al., 2004, translated to Portuguese by Roazzi et al. 2008) and a sociometric test. The results confirm that, increasing the age increases the level of CE and emotional understanding may influence peer relationships.

Downloads

Download data is not yet available.

Article Details

How to Cite
de Nóbrega dos Santos, N., & Franco, G. (2014). EMOTIONAL INTELLIGENCE: EMOTIONAL UNDERSTANDING AND RELATIONSHIPS BETWEEN COUPLES IN THE KINDERGARTEN. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 5(1), 167–176. https://doi.org/10.17060/ijodaep.2014.n1.v5.659
Issue
Vol. 5 No. 1 (2014): THE POWER OF EMOTIONS: POSITIVE PSYCHOLOGY
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Albanese, O., Molina, P., Gavazzi, I.G., De Stasio, S., Farina, E., Fiorilli, C., Antoniotti, C., Arati, L., & Di Chiacchio, C. (2007). The assessment of emotion understanding: the Italian standardization of the Test of Emotion Comprehension (TEC). In V.L. Zammuner & C.Galli (Eds.), Giornata di studio sulle emozioni (pp. 44-47). Padova, CLEUP.

Belacchi, C., & Farina, E. (2010). Prosocial/Hostile Roles and Emotion Comprehension in Preschoolers. Aggressive Behavior, 36, 371-389. DOI: 10.1002/ab.20361

Denham, S., Caverly, S., Schmidt, M., Blair, K., DeMulder, E., Caal, S., Hamada, H. & Mason, T. (2002). Preschool understanding of emotions: contributions to classroom anger and aggression. Journal of Child Psychology and Psychiatry, 43, 901–916.

Denham, S.A., Blair, K.A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., Queenan, P. (2003). Preschool emotional competence: pathway to social competence? Child development, 74 (1), 238-256. DOI: 0009-3920/2003/7401-0017

Farina, E., & Albanese, O. (2007). Children’s emotion understanding: individual differences and pragmatic competences. In V.L. Zammuner & C.Galli (Eds.), Giornata di studio sulle emozioni. (pp.105-108). Padova, CLEUP.

Gustafson, E. (2009). The emotion comprehenstion test: selected psychometric properties of a new measure of emotion understandign for preschoolers (Dissertação de Mestrado). Retrieved from de Digital Repository at the University of Maryland http://hdl.handle.net/1903/10033

Halberstadt, A.G., Denham, S.A., Dunsmore, J.C. (2001). Affective Social Competence. Social Development, 10 (1), 79-119. Doi: 10.1111/1467-9507.00150

Izard, C., Fine, S., Schultz, D., Mostow, A., Ackerman, B., & Youngstrom, E. (2001). Emotion Knowledge as a predictor of social behavior and academic competence in children at risk. Psychological Science, 12 (1), 18-23.

Kidwell, S.L., Young, M.E., Hinkle, L.D., Ratliff, D.A., Marcum, M.E., & Martin, C.N. (2010). Emotional competence and behavior problems: Differences across Preschool Assessment of Attachment Classifications. Clinical Child Psychology and Psychiatry, 15 (3), 391-406. DOI:10.1177/1359104510367589

Lamb, B. (2009). My Friends always know when I’m sad: how children’s emotion understanding is associated with socio-emotional development (Master Thesis). Victoria University.

Linsey, E.W. & Colwell, M.J. (2003). Preschoolers’ emotional competence: links to pretend and physical play. Child Study Journal. Retrieved from http://www.highbeam.com/doc/1G1-110262692.html

Machado, P., Veríssimo, M., Torres, N., Peceguina, I, Santos, A.J., Rolão, T. (2008). Relações entre o conhecimento das emoções, as competências académicas, as competências sociais e a aceitação entre pares. Análise Psicológica, 26 (3), 463-478.

Minervino, C.A., Dias, M.G., da Silveira, N.J., & Roazzi, A. (2010). Emoções nas ruas: uso do “Test of Emotions Comprehension” em crianças em situação de trabalho na rua. Psicologia Reflexão e Crítica, 23 (2), 354-361.

Molina, P., Bulgarelli, D., Arati, L., Gianotti, F.-, Cattich, F., Calizia, L, Blijd-Hoogweiss E. (2007). Developmental trend of children’s responses to TEC and to ToM-Storybooks: a study on concurrent validity. In V.L. Zammuner & C.Galli (Eds.), Giornata di studio sulle emozioni (pp. 171- 174). Padova, CLEUP.

Mostow, A., Izard, C., Fine, S., & Trentacosta, C. (2002). Modeling emotional, cognitive, and behavioral predictors of peer acceptance. Child Dev. 73 (6), 1775-1787. doi: 10.1111/1467-8624.00505

Onchwari, G. & Keengwe, J. (2011). Examining the relationship of children’s behavior to emotion regulation ability. Early Childhood Educ. J., 39, 279-284. Doi: 10.1007/s10643-011-0466-9

Ontai, L. & Thompson, R. (2002). Patterns of attachment and maternal discourse effects on children’s emotion understanding from 3 to 5 years of age. Social Development, 11, 433-450.

Papalia, D.E., Olds, S.W., & Feldman, R.D. (2001). O Mundo da Criança. Lisboa: McGraw-Hill.

Parker, J.G, Rubin, K..H., Erath, S.A., Wojslawowicsz, J.C. & A.A. Buskirk (2006). In D. Cicchetti & D.J. Cohen (Eds.), Developmental psychopathology: Theory and method (V. 1, pp. 419-496). New Jersey: John Wiley & Sons.

Peceguina, I, Santos, A.J. & Daniel, J.R. (2008). A concordância entre medidas sociométricas e a estabilidade dos estatutos sociais em crianças de idade pré-escolar. Análise Psicológica 26 (3), 479-490.

Pons, F., Harris, P.L., & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European journal of developmental psychology 1(2), 127-152.

Roazzi, A., Dias, M.B., Minervino, C.M., Roazzi, M. & Pons, F. (2008). Compreensão das emoções em crianças: estudo transcultural sobre a validação do teste de compreensão da emoção TEC (testo f emotion comprehension). In A.P. Noronha, C. Machado, L.S. Almeida, M. Gonçalves, S. Martins & V. Ramalho (Coor.), Actas da XIII Conferência Internacional Avaliação Psicológica: Formas e Contextos. Braga: Psiquilibrios.

Rose, A., & Smith, R. (2011). Sex differences in peer relationships. In K. Rubin, W. Bukowsli, & B. Laursen (eds.), The handbook of peer interactions, relationships, and groups. (pp. 379-391). New York: The Guilford press.

Sánchez, M.T., Fernández-Berrocal, P., Rodríguez, J.M., & Postigo, J.M. (2008). Es la inteligencia emocional una cuestión de género? Socialización de las competencias emocionales en hombres y mujeres y sus implicaciones. Revista Electrónica de Investigación Psicoeducativa, 6 (2), 455-474.

Santos, N. N. (2012). Inteligência Emocional: A compreensão das emoções em crianças do préescolar (Dissertação de Mestrado). Universidade da Madeira, Funchal.

Schaeffer, H.R. (2004). Introducing Child Psychology. Singapore: Blackwell Publishing.

Schultz, D., Izard, C.E., Ackerman, B.P., & Youngstrom, E.A. (2001). Emotion Knowledge in Economically Disadvantaged Children: Self-regulatory Antecedents and Relations to Social Difficulties and Withdrawal. Development and Psychopathology, 13 (1), 53-67.

Southam-Gerow, M.A., & Kendall, P.C. (2002). Emotion Regulation and understanding implication for child psychopathology and therapy. Clinical psychology review, 22, 189-222.

Tenenbaum, H., Visscher, P., Pons, F., & Harris, P. (2004). Emotional Undestanding in Quechua Children from an agro-pastoralist village. International Journal of Behavioral Development, 28 (5), 471-478. doi: 10.1080/01650250444000225

Trentacosta, C.J., & Fine, S.E. (2010). Emotion Knowledge, Social Competence, and Behavior Problems in Childhood and Adolescence: A Meta-Analytic Review. Soc Dev, 19 (1), 1-29. doi:10.1111/j.1467-9507.2009.00543.x.

Underwood, M.K. (2004). Gender and peer relations: are the two gender cultures really all that different? In J.B. Kupersmidt & K.A. Dodge (pp. 21-36), Children’s peer relations: From development to intervention. Decade of behavior (pp. 21-36). Washington, DC: American Psychological Association. doi: 10.1037/10653-002