Bradley Hasbro Children's Research Center
Emotional Competence, Poverty and School Transition
Principal Investigator
Alison Miller, PhD
Funding Source
National Institute of Mental Health
Description
The goal of this project is to study emotional development among
low-income, preschool-age children by assessing their knowledge
of their own and others' emotions, and their abilities to express
and regulate their emotions in classroom settings. Children are
followed up as they enter kindergarten to examine how individual
differences in emotional competence during the preschool years relate
to school readiness in kindergarten (i.e., social skills, behavioral
control, academic knowledge). Emotional competence in preschool
is expected to predict the degree to which children experience a
successful transition to kindergarten.
Significance
Emotional skills are often a focus of intervention programs to enhance
children's functioning in school, because emotional competence is
important for school success. Low-income children are at high risk
for school difficulties. Understanding early individual differences
in emotion processing among low-income children is crucial in order
to develop effective and targeted preventive interventions that
may benefit such children during their preschool years and beyond.
Find out more: Please contact
us for more
information about the center and our research.
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