Temperament, mothers' reactions to children's emotional experiences, and emotion understanding predicting adjustment in preschool children

• Published in: Social development (Oxford, England) England), 2018-05, Vol.27 (2), p.351-365
• Main Authors: Klein, Melanie R., Moran, Lyndsey, Cortes, Rebecca, Zalewski, Maureen, Ruberry, Erika J., Lengua, Liliana J.
• Format: Article
• Language: English
• Subjects: Adjustment; Age; Behavior problems; Bidirectionality; Child development; Children & youth; Cognitive ability; Cognitive functioning; Competence; emotion; Emotional experiences; Emotions; Executive control; Family income; Fear & phobias; Frustration; Mothers; Preschool children; Responses; self‐regulation; social competence; Social skills; Teachers; Temperament; Understanding
• ISSN: 0961-205X; 1467-9507
• DOI: 10.1111/sode.12282

It is expected that both children and their parents contribute to children's development of emotion knowledge and adjustment. Bidirectional relations between child temperament (fear, frustration, executive control) and mothers' reactions to children's emotional experiences were examined to explore how these variables predict children's emotion understanding, social competence, and problem behaviors. Preschool‐aged children (N = 306) and their mothers were assessed across four‐time points. Children's temperament and mothers' non‐supportive reactions to children's emotional experiences were assessed when children were 36 and 45 months of age. Emotion understanding was assessed when the children were 54 months of age and teachers reported on children's problem behaviors and social competence when the children were 63 months of age. Covariates included family income, child cognitive ability, gender, and child adjustment at 36 months. Results from path analyses demonstrated that bidirectional relations between children's temperament and mothers' non‐supportive reactions were not significant. However, mother's non‐supportive reactions directly predicted fewer problem behaviors, and children's emotion understanding mediated the relation between children's executive control and their later social competence. As such, emotion understanding appears to be one mechanism through which executive control might impact social competence.