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Original scientific paper

Socio-Emotional Development in Pre-School Children: A Correlation between Understanding Emotions and Prosocial Behaviour

Andreja BRAJŠA-ŽGANEC
Edita SLUNJSKI

Fulltext: croatian, pdf (182 KB) pages 477-496 downloads: 5.226* cite
APA 6th Edition
BRAJŠA-ŽGANEC, A. & SLUNJSKI, E. (2007). SOCIOEMOCIONALNI RAZVOJ U PREDŠKOLSKOJ DOBI: POVEZANOST RAZUMIJEVANJA EMOCIJA I PROSOCIJALNOGA PONAŠANJA. Društvena istraživanja, 16 (3 (89)), 477-496. Retrieved from https://hrcak.srce.hr/19080
MLA 8th Edition
BRAJŠA-ŽGANEC, Andreja and Edita SLUNJSKI. "SOCIOEMOCIONALNI RAZVOJ U PREDŠKOLSKOJ DOBI: POVEZANOST RAZUMIJEVANJA EMOCIJA I PROSOCIJALNOGA PONAŠANJA." Društvena istraživanja, vol. 16, no. 3 (89), 2007, pp. 477-496. https://hrcak.srce.hr/19080. Accessed 17 Jun. 2021.
Chicago 17th Edition
BRAJŠA-ŽGANEC, Andreja and Edita SLUNJSKI. "SOCIOEMOCIONALNI RAZVOJ U PREDŠKOLSKOJ DOBI: POVEZANOST RAZUMIJEVANJA EMOCIJA I PROSOCIJALNOGA PONAŠANJA." Društvena istraživanja 16, no. 3 (89) (2007): 477-496. https://hrcak.srce.hr/19080
Harvard
BRAJŠA-ŽGANEC, A., and SLUNJSKI, E. (2007). 'SOCIOEMOCIONALNI RAZVOJ U PREDŠKOLSKOJ DOBI: POVEZANOST RAZUMIJEVANJA EMOCIJA I PROSOCIJALNOGA PONAŠANJA', Društvena istraživanja, 16(3 (89)), pp. 477-496. Available at: https://hrcak.srce.hr/19080 (Accessed 17 June 2021)
Vancouver
BRAJŠA-ŽGANEC A, SLUNJSKI E. SOCIOEMOCIONALNI RAZVOJ U PREDŠKOLSKOJ DOBI: POVEZANOST RAZUMIJEVANJA EMOCIJA I PROSOCIJALNOGA PONAŠANJA. Društvena istraživanja [Internet]. 2007 [cited 2021 June 17];16(3 (89)):477-496. Available from: https://hrcak.srce.hr/19080
IEEE
A. BRAJŠA-ŽGANEC and E. SLUNJSKI, "SOCIOEMOCIONALNI RAZVOJ U PREDŠKOLSKOJ DOBI: POVEZANOST RAZUMIJEVANJA EMOCIJA I PROSOCIJALNOGA PONAŠANJA", Društvena istraživanja, vol.16, no. 3 (89), pp. 477-496, 2007. [Online]. Available: https://hrcak.srce.hr/19080. [Accessed: 17 June 2021]

Abstracts
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.

Keywords
primary emotions; recognising emotions; describing emotions; prosocial behaviour; pre-school children

Hrčak ID: 19080

URI
https://hrcak.srce.hr/19080

[croatian] [german]

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