Not exact matches
Long before humans began speaking to each other, our gestures and facial
expressions served as ways of transmitting
knowledge and expressing experiences,
emotions and wisdom.
In addition to teaching parents and children about the healthy
expressions of
emotions, the Weathering the Storms guide supports the following protective factors known to strengthen families and reduce the likelihood of child abuse and neglect: parental resilience,
knowledge of parenting and child development, and social and emotional competence.
Objective # 5: Participants will be able to demonstrate
knowledge of and engage in a Hold Me Tight conversation with their partner including the
expression of vulnerable
emotions and attachment - related needs.
For example, the Preschool PATHS program teaches children about
emotion expression,
knowledge, and regulation.
Young children's EC —
expression of useful
emotions,
knowledge of
emotions of self and others, and regulation of their own and others» emotional expressiveness and experience when necessary — contributes to their social and pre-academic adjustment, both concurrently and across time.6 - 8
There are opportunities to promote young children's EC within child care and early childhood education settings.27 For example, the Preschool PATHS program teaches children about
emotion expression,
knowledge, and regulation.28, 29 Additional programs have been created specifically for use in Head Start classrooms to help young children use EC effectively.30, 31 Parent programming also exists.32, 33
Emotional competence (EC) is a developmental process that comprises three interrelated competencies: 1)
emotion expression; 2)
emotion knowledge; and 3)
emotion regulation (i.e., being aware of one's
emotions and modifying them when necessary).
Further, her
emotion knowledge may assist her own adaptive, regulated
emotion expression — if she understands what makes her (and others) sad, and with what intensity, she may be able to show sadness at falling off playground equipment in a way that elicits help without overwhelming her.
Overall, children in EBP classrooms gained more
emotion knowledge and displayed greater decreases in negative
emotion expressions and internalizing behaviors across the implementation period as compared to children in ICPS classrooms.
In Study 2 (inner city), compared to the established prevention program I Can Problem Solve, EBP led to greater increases in
emotion knowledge,
emotion regulation, positive
emotion expression, and social competence.
In Study 1 (rural community), results of hierarchical linear modeling analyses showed that compared to the control condition (Head Start as usual), EBP produced greater increases in
emotion knowledge and
emotion regulation and greater decreases in children's negative
emotion expressions, aggression, anxious / depressed behavior, and negative peer and adult interactions.