Preschoolers’ free play : connections with emotional and social functioning

Play has an important role in various aspects of children’s development. However, time for free play has declined substantially over the last decades. To date, few studies have focused on the relationship between opportunities for free play and children’s social functioning. The aims of this study are to examine whether children´s free play is related to their social functioning and whether this relationship is mediated by children´s emotional functioning. Seventy-eight children (age, 55- 77 months) were tested on their theory of mind and emotion understanding. Parents reported on their children’s time for free play, empathic abilities, social competence and externalizing behaviors. The main findings showed that free play and children’s theory of mind are negatively related to externalizing behaviors. Empathy was strongly related to children’s social competence, but free play and social competence were not associated. Less time for free play is related to more disruptive behaviors in preschool children, however certain emotional functioning skills influence these behaviors independently of the time children have for free play. These outcomes suggest that free play might help to prevent the development of disruptive behaviors, but future studies should further examine the causality of this relationship.peer-reviewe

Inovações no estudo do comportamento das crianças com sensores de proximidade

A possibilidade de recolha contínua de dados massivos através de dispositivos digitais está a mudar a forma como estudamos o comportamento e o desenvolvimento da criança. Neste trabalho apresentamos um método inovador de mensuração que permite recolher e analisar de forma contínua e simultânea as dinâmicas de interação face-a-face, através de sensores de proximidade baseados em dispositivos de Identificação por Rádio-Frequência (RFID). Os sensores foram usados por 72 crianças (44 rapazes) de um Jardim de Infância com idades compreendidas entre os 53 e os 77 meses (M=63.2±4.9). O objetivo foi caracterizar os padrões de interação estabelecidos no recreio exterior em termos dos tempos médios em interação, da preferência por interações mediante o género do par e da preferência por interações em díade ou em grupo. As potencialidades e as limitações deste método de recolha e análise são discutidas na perspetiva do estudo do desenvolvimento da criança

Monitoring children’s behaviors in their natural settings: Applying RFID sensors to study child development

Children’s social interactions are crucial for healthy and adaptive social and emotional development. Free play situations, like the school break, represent an important opportunity for children as they learn how to negotiate, take their losses, be a part of a group, and not stand alone. Yet how to measure children’s social interactions in groups outside or at large playgrounds? Traditionally, questionnaires and observations are used in order to gain a systematic insight into children’s social behavior when they move around in groups; however, these methods can be both unreliable and intrusive. To increase the construct validity of these measures, we have applied a new method to follow children’s dynamics at the playground, using radio frequency identification devices (RFID). In this case, we describe how this method works, what it can measure, how it adds to current methods, and the limitations of each of these measures (questionnaires, observations, and RFID sensors). Finally, we give suggestions for the use of RFID sensors and for further development in this area

Being Deaf in Mainstream Schools: The Effect of a Hearing Loss in Children’s Playground Behaviors

Naturalistic playground observations are a rich source of information when studying the social interactions of preschool children. On the playground, children can interact with their peers, explore different places and activities, and engage in different types of play. For deaf and hard of hearing (DHH) children, interactions at a playground can be more difficult because of the large number of auditory stimuli surrounding them. Constraints in the access to the social world on the playground might hamper DHH children’s interactions with their typically hearing (TH) peers, activities, and play. This pilot study aimed to examine the playground behaviors of preschool DHH children across three aspects: social levels, type of activities, and play choices. For this purpose, 12 preschool DHH children were observed during recess time, and their behaviors were coded and compared to their 85 TH peers. The preliminary findings indicate that DHH children spend less time in social interactions compared to their TH peers and that they still face difficulties when socially engaging with their TH peers. These findings suggest that interventions should focus on three aspects: the physical environment awareness of TH peers about communicating with DHH children, and the use of exercise play to facilitate social interactions between DHH children and their TH peers

Psychometric properties of the Emotion Awareness Questionnaire for children

In order to broaden the alexithymia concept, we identified six aspects in a newly developed questionnaire for children which aims to measure emotion awareness: Differentiating Emotions, Verbal Sharing of Emotions, Bodily Awareness, Acting Out Emotions, Analyses of Emotions, and Others? Emotions. First, the six-factor structure of this Emotion Awareness Questionnaire was identified in children (692 children, 9-16 years old), although the scale Acting Out Emotions showed poor psychometric properties. Second, the predictive validity of the Emotion Awareness Questionnaire showed promise with respect to self-reported somatic complaints (in samples from two different countries, the UK and the Netherlands), depression and worry. Only Acting Out Emotions did not contribute to any of the criterion variables whilst Bodily Awareness and Others? Emotions contributed in the unexpected direction. It is proposed that the Emotion Awareness Questionnaire could help to identify which specific elements of emotional (dys)functioning are related to different kinds of psychological problems

Somatic complaints, mood states, and emotional awareness in adolescents

Las quejas somáticas constituyen un problema frecuente en adolescentes, aunque sólo en algunos casos es posible encontrar una causa médica clara. Por ello, existe una atención creciente hacia los factores psicológicos que podrían estar relacionados. Dos áreas del funcionamiento emocional son los principales referentes a este respecto: estados de ánimo negativos y conciencia emocional. En este trabajo se analizaba si la conciencia emocional contribuía a la predicción de las quejas somáticas, independientemente del estado de ánimo. Los participantes en este estudio, 441 adolescentes entre los 13 y los 15 años de edad, cumplimentaron cuestionarios de autoinforme sobre quejas somáticas, estados de ánimo y conciencia emocional. Los resultados mostraron que la conciencia emocional presentaba una limitada contribución independiente en la predicción de quejas somáticas. Esta contribución estaba moderada por los estados de ánimo, a excepción de dos aspectos de la conciencia emocional: con- ciencia corporal de las emociones y predisposición a tener en cuenta las emociones de los demás. Es- tos resultados refuerzan la hipótesis de que la conciencia emocional precede a los estados afectivos, los cuales, a su vez, poseen un efecto en la percepción que los jóvenes tienen sobre su saludHealth complaints are a common problem in adolescents, but a medical cause can only be found in few cases. Therefore, increasing attention is paid to psychological factors that might be related. Two areas of emotional functioning are frequently referred to in this respect: negative mood and emotional awareness. In this study, we examined whether emotional awareness contributes uniquely to the prediction of somatic complaints over and above negative mood. Self-report questionnaires of somatic complaints, mood states, and emotional awareness were completed in class by 441 adolescents, between 13 and 15 years old. Results showed that emotional awareness only presents a limited unique contribution to the prediction of somatic complaints. This contribution is moderated by mood states, except for two aspects of emotional awareness: bodily awareness of emotions and attending to others’ emotions. This strengthens the hypothesis that emotional awareness precedes affective states, which, in turn, have an effect on youngsters’ health perception

See the self through others' eyes:The development of moral emotions in young children with autism spectrum disorder

Despite the important social functions of moral emotions, they are understudied in the autism spectrum disorder (ASD) population. This three-wave longitudinal study is among the first to examine the development of moral emotions and their associations with theory of mind in 3- to 7-year-old children with ASD, using observational tasks. One hundred and forty-two children (52 with ASD) were followed over a period of 2 years. We found that while the expressions of shame and guilt remained stable in non-ASD children, they decreased with age in children with ASD. No group differences were found in the levels or the developmental trajectories of pride. Besides, better false-belief understanding was uniquely related to the expressions of pride in children with ASD. Our findings highlight the importance of enhancing understanding of moral emotion development and related factors in children with ASD.</p

A review on playground behaviors - the case of children with hearing loss

Play is an important platform for social learning experiences where children can master their social, emotional, communication and motor abilities. Play behaviors occur in many forms (e.g. pretend, exercise, rough-and-tumble play) and patterns (e.g. social, parallel, solitary play) that vary according to the characteristics of the setting, the familiarity with peers, and the characteristics of the child. Research has shown that due to the impairments in hearing and communication, children with a hearing loss (HL) present different behavior patterns at the playground when compared to normally hearing peers (NHP) . This paper aims to portrait the current knowledge about playground behaviors of children with HL, presenting some suggestions for future research