How do early family systems predict emotion recognition in middle childhood?
Laamanen, P., Kiuru, N., Flykt, M., Vänskä, M., Hietanen, J. K., Peltola, M. J., Kurkela, E., Poikkeus, P., Tiitinen, A., & Lindblom, J. (2022). How do early family systems predict emotion recognition in middle childhood?. Social Development, 31(1), 196-211. https://doi.org/10.1111/sode.12526
Julkaistu sarjassa
Social DevelopmentTekijät
Päivämäärä
2022Tekijänoikeudet
© 2021 The Authors. Social Development published by John Wiley & Sons Ltd.
Facial emotion recognition (FER) is a fundamental element in human interaction. It begins to develop soon after birth and is important in achieving developmental tasks of middle childhood, such as developing mutual friendships and acquiring social rules of peer groups. Despite its importance, FER research during middle childhood continues to be rather limited. Moreover, research is ambiguous on how the quality of one's early social-emotional environment shapes FER development, and longitudinal studies spanning from infancy to later development are scarce. In this study, we examine how the cohesive, authoritarian, disengaged and enmeshed family system types, assessed during pregnancy and infancy, predict children's FER accuracy and interpretative biases towards happiness, fear, anger and sadness at the age of 10 years (N = 79). The results demonstrated that children from disengaged families (i.e., highly distressed relationships) show superior FER accuracy to those from cohesive families (i.e., harmonious and stable relationships). Regarding interpretative biases, children from cohesive families showed a greater fear bias compared to children from disengaged families. Our findings suggest that even in a relatively low-risk population, variation in the quality of children's early family relationships may shape children's subsequent FER development, perhaps as an evolution-based adaptation to their social-emotional environment.
...
![showless](/themes/JYX2//images/showless.png)
![showmore](/themes/JYX2//images/showmore.png)
Julkaisija
WileyISSN Hae Julkaisufoorumista
0961-205XAsiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/99036430
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Lisätietoja rahoituksesta
This research was supported in part by grants from Academy of Finland (PI Raija-Leena Punamäki, grant #2501308988; PI Jallu Lindblom, grant #323845) and Eino Jutikkala Fund of the Finnish Academy of Science and Letters.Lisenssi
Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
-
The effects of ProVaka and Papilio interventions on children’s behavior and educator feedback : A cluster-randomized controlled trial in early childhood education and care
Heiskanen, Noora; Karhu, Anne; Koivula, Merja; Moisio, Päivi; Savolainen, Hannu; Vauhkonen, Ville; Närhi, Vesa (Suomen varhaiskasvatus, 2024)Evidence-based interventions can develop social and emotional competencies and foster social relationships during early childhood. In this paper, we explored the efficacy, implementation fidelity, and social validity of ... -
Social-Emotional and Behavioural Difficulties in Children with Neurodevelopmental Disorders : Emotion Perception in Daily Life and in a Formal Assessment Context
Löytömäki, Joanna; Laakso, Marja-Leena; Huttunen, Kerttu (Springer, 2022)Children with neurodevelopmental disorders often have social-emotional and behavioural difficulties. The present study explored these difficulties in children (n = 50, aged 6–10 years) with autism spectrum disorder, ... -
Newcomer object ownership negotiations when transitioning from home care to early childhood education and care in Finland
Lucas Revilla, Yaiza; Raittila, Raija; Sevon, Eija; Rutanen, Niina (Routledge, 2023)For those experiencing them, educational transitions include not only the present time but are embedded within institutions that precede and extend beyond the individuals. This article explores how, as an institutional ... -
Infants’ emotional and social experiences during and after the transition to early childhood education and care
Gath, Megan E.; Herold, Laura; Hunkin, Elise; McNair, Lynn J.; Redder, Bridgette; Rutanen Niina; White, E. Jayne (SAGE Publications, 2024)The socio-emotional experiences of infants during transitions to early childhood education and care (ECEC) and across their first year in these out-of-home contexts are not well known. In an international project across ... -
Differential Effects of an Early Childhood Care Preventive Intervention Program on Behavior and Emotional Problems
Zarra-Nezhad, Maryam; Moazami-Goodarzi, Ali; Muotka, Joona; Hess, Markus; Havu-Nuutinen, Sari; Scheithauer, Herbert (Springer, 2024)Early childhood is a crucial time for developing social-emotional skills, offering the opportunity to lay the foundation for healthy development. However, early childhood behavior problems are risk factors for problems and ...
Ellei toisin mainittu, julkisesti saatavilla olevia JYX-metatietoja (poislukien tiivistelmät) saa vapaasti uudelleenkäyttää CC0-lisenssillä.