Lindsey, Eric W.; Colwell, Malinda J.
March 2003
Child Study Journal;2003, Vol. 33 Issue 1, p39
Academic Journal
Data were collected from 44 preschool children (22 boys, 22 girls; 34 European American, 2 African American, 6 Asian, 2 Hispanic). Children participated in emotion understanding interviews. Mothers rated children's emotion regulation ability and teachers rated children emotional competence with peers. In addition, the amount of children's pretend and physical play during same-sex dyadic play with a friend from their preschool classroom was assessed. Findings suggest that emotion regulation and emotion understanding make unique contributions to teacher ratings of children's emotional competence with peers; however, different patterns of associations were found for boys and girls. In addition, high levels of pretend play were associated with high emotion understanding scores for both boys and girls, and with high emotion regulation and emotional competence with peers for girls only. Physical play was associated with boys', but not girls', emotional competence with peers. The findings suggest that children's emotional competence with peers may account for associations between children's play and the quality of peer relationships.


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