Mots-clés
early childhood
socioemotional competencies
Comment citer
Résumé
Currently there is no consensus on what is the socio-emotional development, what are its components and path of progress, hindering the progress of transdisciplinary research and the development of evaluation and intervention methods in public policies. The literature about socio-emotional development is extensively reviewed, offering a theoretical model that identified three principal socio-emotional competencies: (a) socio-emotional cognition: composed by the attention and interpretation of social situations; (b) emotion regulation: composed by the emotion modulation and impulse control; (c) socio-emotional communication: composed by verbal and no verbal communication with others.
Références
Barkley, R.A. (2012). Executive functioning and self-regulation: Extended phenotype, synthesis, and clinical implications. Guildford Press.
Baron‐Cohen, S. , Campbell, R. , Karmiloff‐Smith, A. , Grant, J. and Walker, J. (1995). Are children with autism blind to the mentalistic significance of the eyes? British Journal of Developmental Psychology, 13, 379-398. http://dx.doi.org/10.1111/j.2044-835X.1995.tb00687.x
Blair, J., Sellars, C., Strickland, I., Clark, F., Williams, A., Smith, M., & Jones, L. (1996). Theory of mind in the psychopath. Journal of Forensic Psychiatry, 7(1), 15-25.
Bornstein, M., Putnick, D. & Suwalsky, J. (2019). Continuity, stability, and concordance of socioemotional functioning in mothers and their sibling children. Social Development, 28(1), 90-105. http://dx.doi.org/10.1111/sode.12319
Boyer, T. W., Harding, S. M., & Bertenthal, B. I. (2020). The temporal dynamics of infants' joint attention: Effects of others' gaze cues and manual actions. Cognition, 197, 104151. https://doi.org/10.1016/j.cognition.2019.104151
Callaghan, T., Rochat, Ph., MacGillivray, T. & MacLellan, C. (2004). Modeling Referential Actions in 6- to 18-Month-Old Infants: A Precursor to Symbolic Understanding. Child Development, 75(6), 1733-1744. http://dx.doi.org/10.1111/j.1467-8624.2004.00813.x
Campos, J., Frankel, C. & Camras, L. (2004). On the Nature of Emotion Regulation. Child Development, 75(2), 377-394. http://dx.doi.org/10.1111/j.1467-8624.2004.00681.x
Campos, J., Mumme, D., Kermoina, R., & Campos, R. (1994). A functional perspective on the nature of emotion. Monographs of the Society for Research in Child Development, 59 (2-3, Serial No. 240), 284-303. http://dx.doi.org/10.2307/1166150
Carpenter, M., Nagell, K., Tomasello, M., Butterworth, G., & Moore, C. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4), i-174.
Cassidy, J. & Shaver, Ph. (Eds) (2016). Handbook of Attachment: Theory, Research and Clinical Applications (Third Edition). Guildford Press. https://doi.org/10.1002/imhj.21730
Cohen, J. & Mendez, J. (2009). Emotion regulation, language ability, and the stability of preschool children’s peer play behavior. Early Education & Development, 20, 1016–1037. http://dx.doi.org/10.1080/10409280903305716
Cole, P., Martin, S. & Dennis, T. (2004). Emotion Regulation as a Scientific Construct: Methodological Challenges and Directions for Child Development Research. Child Development, 75(2), 317-333. http://dx.doi.org/10.1111/j.1467-8624.2004.00673.x
Daneri, M. P., Blair, C., & Kuhn, L. J. (2019). Maternal language and child vocabulary mediate relations between socioeconomic status and executive function during early childhood. Child Development, 90(6), 2001–2018. https://doi-org. /10.1111/cdev.13065
Davis, E. & Levine, L. (2013). Emotion Regulation Strategies That Promote Learning: Reappraisal Enhances Children’s Memory for Educational Information. Child Development, 84(1), 361-374. http://dx.doi.org/10.1111/j.1467-8624.2012.01836.x
Decety, J. (2015). The Neural Pathways, Development and Functions of Empathy. Current Opinion in Behavioral Sciences, 3, 1-6. http://dx.doi.org/10.1016/j.cobeha.2014.12.001
Decety, J., & Meyer, M. (2008). From emotion resonance to empathic understanding: A social developmental neuroscience account. Development and Psychopathology, 20, 1053–1080. http://dx.doi.org/10.1017/S0954579408000503
Decety, J., Meidenbauer, K. L., & Cowell, J. M. (2018). The development of cognitive empathy and concern in preschool children: a behavioral neuroscience investigation. Developmental Science, 21(3), e12570.
Denham, S., & Kochanoff, A.T. (2002). Parental Contributions to Preschoolers’ Understanding of Emotion. Marriage & Family Review, 34, 311-343. http://dx.doi.org/10.1300/J002v34n03_06
Denham, S., Caverly, S., Schmidt, M., Blair, K., DeMulder, E., Caal, S., Hamada, H. & Mason, T. (2002). Preschool understanding of emotions: contributions to classroom anger and agression. The Journal of Child Psychology and Psychiatry, 43(7), 901-916. http://dx.doi.org/10.1111/1469-7610.00139
Egeland, B. & Bosquet, M. (2002). Emotion regulation in early childhood: The role of attachment-oriented interventions. In B. S. Zuckerman, A. F. Lieberman, & N. A. Fox (Eds.). Socioemotional Regulations: Dimensions, Developmental Trends and Influences (pp. 101-124). Johnson & Johnson Pediatric Institute.
Eisenberg, N. & Spinrad, T. (2004). Emotion-Related Regulation: Sharpening the Definition. Child Development, 75(2), 334-339. http://dx.doi.org/10.1111/j.1467-8624.2004.00674.x
Eisenberg, N., Cumberland, A. & Spinrad, T. (1998). Parental Socialization of Emotion. Psychol Inq., 9(4), 241-273. http://dx.doi.org/10.1207/s15327965pli0904_1
Eisenberg, N., Hofer, C., Sulik, M. & Spinrad, T. (2014). Chapter 10: Self-Regulation, Effortful Control, and Their Socioemotional Correlates. En J., Gross, J. (Ed.). Handbook of Emotion Regulation. pp.157-172. Guilford Press.
Eisenberg, N., Spinrad, T., & Morris, A. (2014). Empathyrelated responding in children. In M. Killen & J. Smetana (Eds.), Handbook of Moral Development (2nd ed., pp. 184–207). Taylor & Francis. https://doi.org/10.4324/9780203581957.ch9
Engen, H. G., & Anderson, M. C. (2018). Memory control: a fundamental mechanism of emotion regulation. Trends in Cognitive Sciences, 22(11), 982-995.
Fabes, R., Gaertner, B. & Popp, T. (2006). Getting Along with Others: Social Competence in Early Childhood. En K. McCartney & D. Phillips (Eds). Blackwell Handbook of Early Childhood Development. (p. 297-316). Ed. Blackwell Publishing. http://dx.doi.org/10.1002/9780470757703
Farkas, Ch. (2007). Comunicación Gestual en la Infancia Temprana: Una Revisión de su Desarrollo, Relación con el Lenguaje e Implicancias de su Intervención. Psykhe, 16(2), 107-115. http://dx.doi.org/10.4067/S0718-22282007000200009
Farkas, Ch., Vallotton, C., Strasser, K., Santelices, M.P. & Himmel, E. (2017). Socioemotional skills between 12 and 30 months of age on Chilean children: When do the competences of adults matter? Infant Behavior and Development, 49, 192-203. http://dx.doi.org/10.1016/j.infbeh.2017.09.010
Feldman, R. (2012). Parent-infant synchrony: A biobehavioral model of mutual influences in the formation of affiliative bonds. Monographs of the Society for Research in Child Development, 77(2), 42-51. http://dx.doi.org/10.1111/j.1540-5834.2011.00660.x
Fonagy, P. (2006). The mentalization-focused approach to social development. The handbook of mentalization-based treatment. pp. 53-99. J. Allen & P. Fonagy (Eds.). John Wiley & Sons Inc.
Fonagy, P., & Target, M. (1997). Attachment and reflective function: Their role in self-organization. Development and Psychopathology, 9, 679-700.
Fonagy, P., Gergely, G., & Jurist, E. L. (Eds.). (2018). Affect regulation, mentalization and the development of the self. Routledge.
Frischen, A., Bayliss, A. & Tipper, S. (2007). Gaze Cueing of Attention. Visual Attention, Social Cognition, and Individual Differences. Psychol Bull, 133(4), 694-724. http://dx.doi.org/10.1037/0033-2909.133.4.694
Gottman, J., Katz, L. & Hooven, C. (1997). Meta-emotion: How families communicate emotionally. Lawrence Erlbaum. http://dx.doi.org/10.4324/9780203763568
Gross, J. (Ed.). (2014). Handbook of Emotion Regulation. Guilford Press.
Hall, J. A., Horgan, T. G., & Murphy, N. A. (2019). Nonverbal communication. Annual review of psychology, 70, 271-294.
Heyes, C. (2018). Empathy is not in our genes. Neuroscience & Biobehavioral Reviews, 95, 499-507.
Hoff, E. (2006). Language Experience and Language Milestone During Early Childhood. En K. McCartney & D. Phillips (Eds). Blackwell Handbook of Early Childhood Development. (p. 233-251). Blackwell Publishing. http://dx.doi.org/10.1002/9780470757703
Hornik, R. & Gunnar, M. (1988). A descriptive analysis of infant social referencing. Child Development, 59, 626-634. http://dx.doi.org/10.2307/1130562
Karreman, A., van Tuijl, C., van Aken, M. & Dekovic, M. (2006). Parenting and Self-Regulation in Preschoolers: A Meta-Analysis. Infant and Child Development, 15, 561-579. http://dx.doi.org/10.1002/icd.478
Katz, L. & Windecker-Nelson, B. (2006). Domestic violence, emotion coaching, and child adjustment. Journal of Family Psychology, 20, 56-67. http://dx.doi.org/10.1037/0893-3200.20.1.56
Kim-Spoon, J., Cicchetti, D. & Rogosch, F. (2013). A Longitudinal Study of Emotion Regulation, Emotion Lability‐Negativity, and Internalizing Symptomatology in Maltreated and Nonmaltreated Children. Child Development, 84(2), 512-527. http://dx.doi.org/10.1111/j.1467-8624.2012.01857.x
Lamb, M. (2015). Handbook of Child Psychology and Developmental Science. Volume 3: Socioemotional processes. Wiley. http://dx.doi.org/10.1002/9781118963418
Lengua, L. (2002). The Contribution of Emotionality and Self-Regulation to the Understanding of Children's Response to Multiple Risk. Child Development, 73(1), 144-161. http://dx.doi.org/10.1111/1467-8624.00397
Matte-Gagné, C. & Bernier, A. (2011). Prospective relations between maternal autonomy support and child executive functioning: Investigating the mediating role of child language ability. Journal of Experimental Child Psychology, 110, 612-625. http://dx.doi.org/10.1016/j.jecp.2011.06.006
Meltzoff, A. & Kuhl, P. (2016). Exploring the Infant Social Brain. What´s Going on in There? Zero to Three Journal, 36(3), 2-9.
Meltzoff, A. & Moore, K. (1977). Imitation of Facial and Manual Gestures by Human Neonates. Science, 198(4312), 75-78. http://dx.doi.org/10.1126/science.897687
Meltzoff, A. (2011). Social Cognition and the Origins of Imitation, Empathy and Theory of Mind. En Goswami, U. (Ed). The Wiley-Blackwell Handbook of Childhood Cognitive Development. (p. 46-75). Wiley-Blackwell Publishing. http://dx.doi.org/10.1002/9781444325485
Mumme, D.L., Fernald, A., & Herrera, C. (1996). Infants’ responses to facial and vocal emotional signals in a social referencing paradigm. Child Development, 67, 3219–3237. http://dx.doi.org/10.2307/1131775
Mundy, P. & Newell, L. (2007). Attention, Joint Attention, and Social Cognition. Current Directions in Psychological Science, 16(5), 269-274. http://dx.doi.org/10.1111/j.1467-8721.2007.00518.x
Nelson, E., Leibenluft, E., Tone, E. & Pine, D. (2005). The social re-orientation of adolescence: A neuroscience perspective on the process and its relation to psychopathology. Psychological medicine, 35, 163-74. http://dx.doi.org/10.1017/S0033291704003915
Power, Th. & Chapieski, M.L. (1986). Childrearing and Impulse Control in Toddlers: A Naturalistic Investigation. Developmental Psychology, 22(2), 271-275. http://dx.doi.org/10.1037/0012-1649.22.2.271
Premack, D. & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? The Behavioral & Brain Sciences, 7, 515-526. http://dx.doi.org/10.1017/S0140525X00076512
Propper, C. & Moore, G. (2006). The influence of parenting on infant emotionality: A multi-level psychobiological perspective. Developmental Review, 26, 427-460. http://dx.doi.org/10.1016/j.dr.2006.06.003
Raver, C. & Zigler, E. (1997). Social competence: An untapped dimension in evaluating Head Start's success. Early Childhood Research Quarterly, 12(4), 363-385. http://dx.doi.org/10.1016/S0885-2006(97)90017-X
Reschke, P., Walle, E. & Dukes, D. (2018). Interpersonal Development in Infancy: The Interconnectedness of Emotion Understanding and Social Cognition. Child Development Perspectives, 11(3), 178-183. http://dx.doi.org/10.1111/cdep.12230
Roben, C., Cole, P. & Armstrong, L. (2013). Longitudinal relations among language skills, anger expression and regulatory strategies in early childhood. Child Development, 84(3), 891-905. http://dx.doi.org/10.1111/cdev.12027
Robokos, D. (2007). Cognitive, Language and Social-Emotional Development Among Infants and Toddlers in Early Head Start: An Examination of the Impact of Cumulative Risk. Thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy. Columbia University.
Rose-Krasnor, L. (1997). The Nature of Social Competence: A Theoretical Review. Social Development, 6(1), 111-128. http://dx.doi.org/10.1111/j.1467-9507.1997.tb00097.x
Rose, E., Weinert, S., & Ebert, S. (2018). The roles of receptive and productive language in children’s socioemotional development. Social Development. https://doi.org/10.1111/sode.12317
Rothbart, M. & Bates, J. (2006). Temperament. In W. Damon, R. Lerner, & N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 99–166). Wiley. http://dx.doi.org/10.1002/9780470147658
Rueda, M.R., Fan, J., McCandliss, B., Halparin, J., Gruber, D., Pappert, L. & Posner, M. (2004). Development of attentional networks in childhood. Neuropsychologia, 42, 1029–1040. http://dx.doi.org/10.1016/j.neuropsychologia.2003.12.012
Saarni, C., Campos, J., Camras, L., Witherington, D. (2006). Chapter 5: Emotional Development: Action, Communication, and Understanding. In W. Damon, R. Lerner, & N. Eisenberg (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 226–299). Wiley. http://dx.doi.org/10.1002/9780470147658
Schneider, R. L., Arch, J. J., Landy, L. N., & Hankin, B. L. (2018). The longitudinal effect of emotion regulation strategies on anxiety levels in children and adolescents. Journal of Clinical Child & Adolescent Psychology, 47(6), 978-991.
Schore, A. (2001). The effects of early relational trauma on right brain development, affect regulation, and infant mental health. Infant Mental Health Journal, 22(1-2), 201-269. http://dx.doi.org/10.1002/1097-0355(200101/04)22:1%3C201::AID-IMHJ8%3E3.0.CO;2-9
Shortt, J., Stoolmiller, M., Smith-Shine, J., Eddy, J. & Sheeber, L. (2010). Maternal emotion coaching, adolescent anger regulation, and siblings´ externalizing symptoms. Journal of Child Psychology and Psychiatry, 51, 799-808. http://dx.doi.org/10.1111/j.1469-7610.2009.02207.x
Squires, J., Bricker, D., & Twombly, E. (2013). The ASQ:SE User's Guide. Paul H. Brookes Publishing.
Stansbury, K. & Zimmerman, L. (1999). Relations among child language skills, maternal socializations of emotion regulation, and child behavior problems. Child Psychiatry and Human Development, 30, 121–142. http://dx.doi.org/10.1023/A:1021954402840
Stern, J. A., & Cassidy, J. (2018). Empathy from infancy to adolescence: An attachment perspective on the development of individual differences. Developmental Review, 47, 1-22.
Tanskanen, A. & Danielsbacka, M. (2018). Multigenerational Effects on Children’s Cognitive and Socioemotional Outcomes: A Within-Child Investigation. Child Development, 89(5), 1856-1870. http://dx.doi.org/10.1111/cdev.12968
Thompson, R. (2014). Chapter 11: Socialization of Emotion and Emotion Regulation in the Family. En J., Gross, J. (Ed.). Handbook of Emotion Regulation. pp.173-186. Guilford Press.
Tomasello, M., Carpenter, M., Call, J., Behne, T. & Moll, H. (2005). Understanding and Sharing Intentions: The Origins of Cultural Cognition. Behavioral and Brain Sciences, 28, 675-691 http://dx.doi.org/10.1017/S0140525X05000129
Trevarthen, C., & Aitken, K. J. (2001). Infant intersubjectivity: Research, theory, and clinical applications. Journal of child psychology and psychiatry, 42(1), 3-48.
Tronick, E. & Cohn, J. F. (1989). Infant – mother face-to-face interaction: Age and gender differences in coordination and the occurrence of miscoordination. Child Development, 60, 85 – 92. http://dx.doi.org/10.2307/1131074
Tronick, E. (1989). Emotions and emotional communication in infants. American Psychologist, 44, 112–126. http://dx.doi.org/10.1037/0003-066X.44.2.112
Vaish, A. & Striano, T. (2004). Is visual reference necessary? Contributions of facial versus vocal cues in 12-month-olds’ social referencing behavior. Developmental Science, 7(3), 261-269. http://dx.doi.org/10.1111/j.1467-7687.2004.00344.x
Walden, T. & Ogan, T. (1988). The Development of Social Referencing. Child Development, 59, 1230-1240. http://dx.doi.org/10.2307/1130486
Wellman, H. (1990). The Child’s Theory of Mind. MIT Press.
Wellman, H. (2004). Theory of Mind: Developing Core Human Cognitions. International Society for the Study of Behavioral Development Newsletter, 45(1), 1-4.
Wellman, H., Lopez-Duran, S., LaBounty, J. & Hamilton, B. (2008). Infant attention to intentional action predicts preschool theory of mind. Developmental Psychology, 44 (2), 618–623. http://dx.doi.org/10.1037/0012-1649.44.2.618
Wellman, H., Phillips, A.T., Dunphy-Lilii, S. & LaLonde, N. (2004). Infant social attention predicts preschool social cognition. Developmental Science, 7 (3), 283–288. http://dx.doi.org/10.1111/j.1467-7687.2004.00347.x
Whedon, M., Perry, N. B., Calkins, S. D., & Bell, M. A. (2018). Cardiac vagal regulation in infancy predicts executive function and social competence in preschool: Indirect effects through language. Developmental Psychobiology, 60(5), 595–607. https://doi.org/10.1002/dev.21636
Yamaguchi, M., Kuhlmeier, V., Wynn, K. & vanMarle, K. (2009). Continuity in social cognition from infancy to childhood. Developmental Science, 12(5), 746-752. http://dx.doi.org/10.1111/j.1467-7687.2008.00813.x
Zeanah, Ch. (2019). Handbook of Infant Mental Health (Fourth Edition). Guilford Press.
Ce travail est disponible sous licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International.
(c) Tous droits réservés Esteban Gómez Muzzio, Katherine Strasser 2022