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Emotional expressiveness during peer conflicts: a predictor of social maladjustment among high-risk preschoolers

A L Miller1, S L Olson

  • 1Department of Psychology, University of Michigan, Ann Arbor 48109-1109, USA. alimill@umich.edu

Journal of Abnormal Child Psychology
|August 19, 2000
PubMed

Insights

Preschool boys

Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Social-Emotional Learning

Background:

  • Preschool boys' emotional expressions during peer conflicts are crucial for social development.
  • Understanding these displays can inform interventions for disruptive behavior.

Purpose of the Study:

  • To examine the relationship between preschool boys' emotional displays during peer conflicts and their social status and behavior.
  • To analyze changes in emotional tone and emotional contagion in conflicts over the preschool year.

Main Methods:

  • 60 preschool boys (4-5 years old) from low-income families were videotaped during peer conflicts in a Head Start classroom.
  • Emotional displays during conflicts were coded, and peer nominations and teacher ratings were collected.

Main Results:

  • Conflicts became more negative in emotional tone throughout the year.
  • Emotional contagion (mirroring displays) increased by the end of the year.
  • Gleeful taunting predicted negative peer and teacher ratings more than anger.

Conclusions:

  • Anger may be a more socially accepted emotional expression than gleeful taunting in preschool conflicts.
  • Emotional displays and contagion dynamics evolve during the preschool year.
  • Findings have implications for understanding social behavior and developing interventions.

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