Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorHousman, Donna K.
dc.contributor.authorDenham, Susanne A.
dc.contributor.authorCabral, Howard
dc.identifier.citationHousman, D. K., Denham, S. A., & Cabral, H. (2018). Building young children’s emotional competence and self- regulation from birth : the begin to... ECSEL approach. International Journal of Emotional Education, 10(3), 5-25.en_GB
dc.description.abstractNeuroscientific advances and child development studies show 0-6 years represents a sensitive period for the development of emotional competence—the ability to identify, understand, express and regulate emotion, all foundational to self-regulation. Research suggests optimum teaching of emotional competence and self-regulation skills from birth is through interventions emphasizing co-regulation. This study aimed to examine begin to...ECSEL, an emotional cognitive and social early learning approach that promotes emotional competence and self-regulation by teaching emotion knowledge and emotion regulation through causal talk and causal talk in the emotional experience. The study collected data over three years from 100 students, aged 2-6, receiving begin to...ECSEL. Study goals were to: (1) examine growth over one academic year among students receiving begin to...ECSEL on measures of attachment/relationship, initiative, self- regulation, emotion knowledge, emotion regulation, and related constructs involving empathy, prosocial skills, positive reactions to frustration, negative emotions and aggressive behaviours; (2) examine differences between these students and national normative samples on measures of attachment/relationship, initiative, and self- regulation; and (3) explore differences between these students and normative samples on all the aforementioned constructs. Results demonstrated students significantly improved over time in these constructs and outperformed normative samples on emotionally regulated/prosocial skills, empathy, self-regulation, attachment and initiative.en_GB
dc.publisherUniversity of Malta. Centre for Resilience and Socio-Emotional Healthen_GB
dc.subjectChild development -- Researchen_GB
dc.subjectEmotional maturityen_GB
dc.subjectInterpersonal relationsen_GB
dc.subjectMaturation (Psychology)en_GB
dc.subjectEmotional intelligenceen_GB
dc.titleBuilding young children’s emotional competence and self- regulation from birth : the begin to... ECSEL approachen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.publication.titleInternational Journal of Emotional Educationen_GB
Appears in Collections:IJEE, Volume 10 Issue 2
IJEE, Volume 10 Issue 2

Files in This Item:
File Description SizeFormat 
v10i2p1b.pdf657.36 kBAdobe PDFView/Open

Items in OAR@UM are protected by copyright, with all rights reserved, unless otherwise indicated.