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. (2021). How do early family systems predict emotion recognition in middle childhood?. Social Development, Early View. https://doi.org/10.1111/sode.12526
Published inSocial Development
© 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. ...
Publication in research information system
MetadataShow full item record
Additional information about fundingThis 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.
Showing items with similar title or keywords.
Using the Storytelling Method to Hear Children’s Perspectives and Promote Their Social-Emotional Competence Koivula, Merja; Turja, Leena; Laakso, Marja-Leena (Sage Publications, 2020)This study investigated the use of a playful, narrative, vignette-based method, called Story Magician’s Play Time (SMPT), in supporting children’s social-emotional reasoning and in helping children practice their social ...
Mother's and daughter's : interplay of physical activity with personal, behavioral, and environmental factors Enright, Amy (2017)The purpose of this study was to explore the family dynamics in order to further understand and discover through interviews a parent and their children's behaviors in the topic area of physical activity choices. A narrative ...
The work-family interface and its correlates : integrating variable and person oriented approaches Moazami-Goodarzi, Ali (University of Jyväskylä, 2017)The aim of this research was to examine key correlates of the interaction between work and family in one Nordic country, Finland, using a person- oriented and variable-oriented approach. The correlates that were chosen ...
The impact of children’s socioemotional development on parenting styles : the moderating effect of social withdrawal Zarra-Nezhad, Maryam; Viljaranta, Jaana; Sajaniemi, Nina; Aunola, Kaisa; Lerkkanen, Marja-Kristiina (Taylor & Francis, 2020)This study focused on associations between children’s socioemotional development (prosocial behaviour, internalizing and externalizing problems) and parenting styles (affection, behavioural control, and psychological ...
Varhaiskasvatushenkilöstön käsityksiä lasten tunteiden säätelytaitojen kehittymisestä : käytäntöön integroitu koulutus ammatillisen kehittymisen tukena Koivuniemi, Marika; Kinnunen, Susanna; Mänty, Kristiina; Järvenoja, Hanna; Näykki, Piia (Suomen varhaiskasvatus ry, 2021)Lapset tarvitsevat aikuisen tukea oppiakseen säätelemään tunteitaan. Jotta varhaiskasvatuksen ammattilainen voi tarjota lapsille monipuolista ja sensitiivistä tunteiden säätelyn tukea osana pedagogista toimintaa, häneltä ...