Izvorni znanstveni članak
Socio-Emotional Development in Pre-School Children: A Correlation between Understanding Emotions and Prosocial Behaviour
Andreja BRAJŠA-ŽGANEC
Edita SLUNJSKI
Sažetak
The aim of this research was to determine the contribution
of recognising and describing emotions in interpreting
children’s prosocial behaviour as well as in discovering
how well pre-school children can identify and describe
their primary emotions, in understanding how a child feels
based on facial expressions. The results of the research
conducted indicate that pre-school children mostly
recognise and describe the emotions of sadness, happiness
and anger. As children grow older, most of them are able
to recognise and describe the four main emotions, whereas
they least recognise, and least correctly describe fear based
on photographs of facial expressions. From the age
of three to the time they start school, the older the children
are, the more pro-socially they behave, girls behaving
more pro-socially than boys. The results of hierarchical
regression analyses have indicated that only the prosocial
behaviour of older pre-school children can be explained
through the child’s ability to understand emotions, recognise
and describe primary emotions, and this depends on gender.
Older pre-school boys who understand primary emotions
better, behave more pro-socially, while that relationship in
girls was not obtained.
Ključne riječi
primary emotions; recognising emotions; describing emotions; prosocial behaviour; pre-school children
Hrčak ID:
19080
URI
Datum izdavanja:
30.6.2007.
Posjeta: 15.126 *