Desenvolvimento da Compreensão Emocional
Mots-clés :
Psicologia do Desenvolvimento, Inteligência emocional, Compreensão emocional, Inteligência emocional, DesenvolvimentoRésumé
A compreensão emocional é a habilidade sociocognitiva de reconhecer as emoções, compreender as respostas à s emoções dos outros e das situações emocionais, abarcando uma série de habilidades e compreensões relacionadas com a emoção, como a compreensão da relação entre emoções e outros estados mentais, conhecimento de estratégias de regulação das emoções e compreensão de respostas emocionais ambivalentes. Nos últimos 20 anos, vários estudos têm demonstrado a existência de importantes mudanças na compreensão emocional da criança entre os 18 meses e os 12 anos de idade (Pons, Harris, & de Rosnay, 2004). Sendo a compreensão emocional uma componente-chave da competência emocional das crianças (Belacchi & Farina, 2010), neste artigo apresentaremos alguns conceitos e formulações importantes acerca do seu desenvolvimento.
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Références
Albanese, O., De Stasio, S., Chicchio, C., Fiorilli, C., & Pons, F.
(2010). Emotion Comprehension: The Impact of Nonverbal
Intelligence. The Journal of Genetic Psychology, 171(2), 101-
115.doi: 10.1080/00221320903548084
Albanese, O., Molina, P., Gavazzi, I. G., De Stasio, S., Farina,
E., Fiorilli, C., Antoniotti, C., Arati, L., & Di Chiacchio, C.
(2007).The assessment of emotion understanding: the Italian
standardization of the Test of Emotion Comprehension (TEC).
In V. Zammuner, & C.Galli (Eds.), Giornata di studio sulle
emozioni (pp. 44-47). Padova: CLEUP.
Alves, D., Cruz, O., Duarte, C., & Martins, R. (2008). Escala
de Avaliação do conhecimento Emocional (EACE). In A.P.
Noronha, C. Machado, L.S. Almeida, M. Gonçalves, S. Martins
& V. Ramalho (Eds.), Actas da XIII Conferência Internacional
Avaliação Psicológica: Formas e Contextos (CD). Braga:
Psiquilibrios.
Belacchi, C., & Farina, E. (2010). Prosocial/Hostile Roles and
EmotionComprehension in Preschoolers. Aggressive Behavior,
36, 371-389. doi: 10.1002/ab.20361
Bishop, D. V. M. (1989). Test for reception of grammar (2nd
ed). Published by the author at Department of Psychology,
University of Manchester, Manchester.
Bueno, J.M. (2008). Construção de um instrumento para avaliação
da inteligência emocional em crianças. (Unpublished master´s
thesis). Universidade São Francisco, Itatiba.
De Stasio, S., Fiorilli, C., Di Chiacchio, C., & Albanese, O. (2007).
Children’s emotion understanding: effects of age and language.
In V. Zammuner, & C. Galli (Eds.), Giornata di studio sulle
emozioni (p. 90). Padova: CLEUP.
Delgado, B., & Contreras, A. (2008). Desarrollo social y emocional.
In B. Delgado (Ed.), Psicología delDesarrollo (vol. II, pp. 35-
66). Madrid: McGraw Hill.
Denham, S. (2007). Dealing with feelings: How children negotiate
the worlds of emotions and social relationships. Cognitie,
Creier, Comportament, 11(1), 1-48. Retrieved from http://
denhamlab.gmu.edu/Publications%20PDFs/Denham%
202007.pdf
Denham, S. A. (1986). Social cognition, social behavior, and
emotion in preschoolers: Contextual validation. Child
Development, 57, 194-201.
Denham, S., Blair, K., DeMulder, E., Levitas, J., Sawyer, K.,
Auerbach-Major, S., &Queenan, P. (2003). Preschool
emotional competence: pathway to social competence? Child
development, 74(1), 238-256.doi: 0009-3920/2003/7401-0017
Denham, S., Zinsser, K., & Bailey, C. (2011). Emotional intelligence
in the first five years of life.Encyclopedia on Early Childhood
Development. Montreal: Centre of Excellence for Early
Childhood Development and Strategic Knowledge.
Farina, E., & Albanese, O. (2007). Children’s emotion understanding:
individual differences and pragmatic competences. In V.
Zammuner & C.Galli (Eds.), Giornata di studio sulle emozioni
(pp. 105-108). Padova: CLEUP.
Franco, M. G. (2008). Inteligência emocional: O que se sabe hoje.
In Candeias, A., Almeida, L., Roazzi, A & Primi; R. (Eds.),
Inteligência Múltiplos Enfoques. São Paulo: Casa do Psicólogo.
Franco, M., & Candeias, A. (2008). Teste de Percepção Emocional
para Crianças: Estudos exploratórios para uma população
portuguesa. In A. P. Noronha, C. Machado, L. S. Almeida, M.
Gonçalves, S. Martins, & V. Ramalho (Eds.), Actas da XIII
Conferência Internacional Avaliação Psicológica: Formas e
Contextos (CD). Braga: Psiquilibrios.
Harris, P. (1989). Children and emotion.The development of
psychological understanding. Oxford: Blackwell Publishers.
Harris, P.L., Johnson, C.N., Hutton, D., Andrews, G., & Cooke,
T. (1989). Young Children’s Theory of Mind and Emotion
(Abstract). Cognition & Emotion, 3(4), 379-400.doi:
10.1080/02699938908412713
Harter, S., &Whitesell, N. (1989). Developmental changes in
children’s understanding of single, multiple, and blended
emotion concepts. In C. Saarni& P. Harris (Eds.), Children’s
understanding of emotion (pp. 81-116). Cambridge: Cambridge
University Press.
Hughes, C. (2011). Social Understanding and social lives. New
York: Spychology press.
Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A.,
Deighton, J., &Wolpert, M. (2011) Measures of Social and
Emotional Skills for Children and Young People: A Systematic
Review. Educational and Psychological Measurement, 71(4),
617-637.doi: 10.1177/0013164410382896
Izard, C. (2001). Emotional intelligence or adaptive emotions?
Emotion, 1(3), 249-257. doi: 10.1037//1528-3542.1.3.249
Izard, C., Fine, S., Schultz, D., Mostow, A., Ackerman, B.,
&Youngstrom, E. (2001). Emotion Knowledge as a predictor
of social behavior and academic competence in children at
risk. Psychological Science, 12(1), 18-23.doi: 10.1111/1467-
9280.00304
Kidwell, S., Young, M., Hinkle, L., Ratliff, D., Marcum, M.,
& Martin, C. (2010). Emotional competence and behavior
problems: Differences across Preschool Assessment of
Attachment Classifications. Clinical Child Psychology and
Psychiatry, 15(3), 391-406. doi: 10.1177/1359104510367589
Lagattuta, K. H., Wellman, H. M., & Flavell, J. H. (1997).
Preschoolers’ Understanding of the Link between Thinking
and Feeling: Cognitive Cuing and Emotional Change. Child
Development, 68(6), 1081-1104.
Lahaye, M., Luminet, O., Broeck, N., Bodart, E., & Mikolajczak,
M. (2010). Psychometric Properties of the Emotion Awarenes
Questionnaire for Children in a French-Speaking Population.
Journal of Personality Assessment, 92(4), 317-326. doi:
10.1080/00223891.2010.482003
Lamb, B. (2009). My Friends always know when I’m sad: how
children’s emotion understanding is associated with socioemotional
development (Unpublished master´s thesis).
Retrieved from Victoria University of Wellingtonhttp://hdl.
handle.net/10063/1618
León, D., & Sierra, H. (2008). Desarrollo de la comprensión de las
consecuencias de las emociones. Revista latinoamericana de
psicología, 40(1), 35-45. Retrieved from http://openjournal.
konradlorenz.edu.co/index.php/rlpsi/article/viewFile /354/255
Machado, P., Veríssimo, M., Torres, N., Peceguina, I, Santos,
A.J., &Rolão, T. (2008). Relações entre o conhecimento das
emoções, as competências académicas, as competências sociais
e a aceitação entre pares. Análise Psicológica, 26(3), 463-478.
Mayer, J., &Salovey, P. (1997). What Is Emotional Intelligence? In
P. Salovey, & D. Sluyter (Eds.), Emotional development and
emotional intelligence.Educational Implications (pp. 3-31).
New York: Basic Books.
Mayer, J., Roberts, R., &Barsade, S. (2008). Human Abilities:
Emotional Intelligence. Annual Review of Psychology, 59,
507-536.doi: 10.1146/annurev.psych. 59.103006.093646
Miller, A.L., Gouley, K.K., Seifer, R., Zakriski, A., Eguia, M.,
Vergani, M. (2005). Emotion Knowledge Skills in Low-income
Elementary School Children: Associations with Social Status
and Peer Experiences. Social Development, 14(4), 637-651.
Doi: 10.1111/j.1467-9507.2005.00321.
Minervino, C.A., Roazzi, A., Dias, M.G., & Roazzi, M. (2010).
Versão computadorizada do Teste de Compreensão das
Emoções. In M.C. Joly, & C.T., Reppold (Ed.), Testes
informatizados para a avaliação psicológica e educación
(E-book). São Paulo: Casa do Psicólogo.
Molina, P., Bulgarelli, D., Arati, L., Gianotti, F., Cattich, F., Calizia,
L., &Blijd-Hoogweiss E. (2007). Developmental trend of
children’s responses to TEC and to ToM-Storybooks: a study
on concurrent validity. In V.L. Zammuner, & C.Galli (Eds.),
Giornata di studio sulleemozioni (pp. 171-174).Padova:
CLEUP.
Nowicki, S., Jr. & Duke, M. P. (1989). A measure of nonverbal
social processing ability in children between the ages of 6 and
10. Paper presented at the American Psychological Society.
Alexandria,V.A.
Papalia, D., Olds, S., & Feldman, R. (2001). O Mundo da Criança.
Lisboa: McGraw-Hill.
Pavarini, G., Loureiro, C. P., & Souza, D. H. (2010). Compreensão
de Emoções, Aceitação Social e Avaliação de Atributos
Comportamentais em Crianças Escolares. Psicologia: Reflexão
e Crítica, 24(1), 135-143.
Pons, F., & Harris, P. (2005).Longitudinal change and longitudinal
stability of individual differences in children’s emotion
understanding. Cognition & Emotion, 19(8),1158-1174. doi:
10.1080/02699930500282108.
Pons, F., Harris, P., & de Rosnay, M. (2004). Emotion comprehension
between 3 and 11 years: Developmental periods and
hierarchical organization. European journal of developmental
psychology, 1(2), 127-152.doi:10.1080/17405620344000022
Raven, J. C., Court, J. H. & Raven, J. (1984). Manual for Raven’s
Progressive Matrices and Vocabulary Scales. Section 2:
Coloured progressive matrices. London: H. K. Lewis.
Roazzi, A., Dias, M., Minervino, C., Roazzi, M., & Pons, F. (2008).
Compreensão das emoções em crianças: estudo transcultural
sobre a validação do teste de compreensão da emoção TEC
(testofemotioncomprehension). In A. Noronha, C. Machado, L.
Almeida, M. Gonçalves, S. Martins & V. Ramalho (Eds.), Actas
da XIII Conferência Internacional Avaliação Psicológica:
Formas e Contextos (CD). Braga: Psiquilibrios.
Santos, N. N. (2012). Inteligência Emocional: A compreensão das
emoções em crianças do pré-escolar (Unpublishedmaster´s
thesis). Universidade da Madeira, Funchal.
Schaffer, H. (2004). Introducing Child Psychology. Singapore:
Blackwell Publishing.
Scharfe, E. (2000). Development of emotional expression,
understanding, and regulation in infants and young children.
In J. Parker & D. Goleman (Ed.), The Handbook of Emotional
Intelligence (pp. 244-262). San Francisco: Jossey-Bass.
Schultz, D., Izard, C., & Abe, J. (2005). The emotion systems
and the development of emotional intelligence. R. Schulze
& R. Roberts (Eds.), Emotional Intelligence (pp. 51-67).
Massachusetts: Hogrefe & Huber.
Schultz, D., Izard, C., Ackerman, B., & Youngstrom, E. (2001).
Emotion Knowledge in Economically Disadvantaged Children:
Self-regulatory Antecedents and Relations to Social Difficulties
and Withdrawal. Development and Psychopathology, 13(1),
53-67.doi: 10.1017/S0954579401001043
Shields, A. & Cicchetti, D. (1997). Emotion regulation among
school-age children: The development and validation of a
new criterion Q-sort scale. Developmental Psychology, 33(6),
906-916. doi: 10.1037/0012-1649.33.6.906.
Sidera, F., Amadó, A., & Serrat, E. (2011. September). Do young
children understand that pretend emotions are not real? Paper
presented at the meeting of III International Congress of
Emotional Intelligence, Opatija. Retrieved from http://www.
icei2011.org/pdf/ICEI2011-Book_of_Abstracts.pdf
Silva, E. P. (2012). A relação entre inteligência emocional e o
rendimento escolar em crianças do 1.º ciclo do ensino básico
da R.A.M. (Unpublished master´sthesis). Universidade da
Madeira, Funchal.
Siqueira, M. M., Barbosa, N. C., & Alves, M. T. (1999). Construção
e Validação Fatorial de uma Medida de Inteligência Emocional.
Psicologia: Teoria e Pesquisa, 15(2), 143-152. Retrieved from
http://www.scielo.br/pdf/ptp/v15n2/a07v15n2.pdf
Southam-Gerow, M. A., & Kendall, P. C. (2002).Emotion Regulation
and understanding implication for child psychopathology and
therapy. Clinical Psychology Review, 22, 189-222.doi: 10.1016/
S0272-7358(01)00087-3
Tenenbaum, H., Visscher, P., Pons, F., & Harris, P. (2004).Emotional
Undestanding in Quechua Children from an agro-pastoralist
village. International Journal of Behavioral Development,
28(5), 471-478.doi: 10.1080/01650250444000225
Wellman, H.M., Cross, D., & Watson, J. (2001). Meta-analysis of
theory-of-mind development: the truth about false belief. Child
Development, 72(3), 655-684.
(2010). Emotion Comprehension: The Impact of Nonverbal
Intelligence. The Journal of Genetic Psychology, 171(2), 101-
115.doi: 10.1080/00221320903548084
Albanese, O., Molina, P., Gavazzi, I. G., De Stasio, S., Farina,
E., Fiorilli, C., Antoniotti, C., Arati, L., & Di Chiacchio, C.
(2007).The assessment of emotion understanding: the Italian
standardization of the Test of Emotion Comprehension (TEC).
In V. Zammuner, & C.Galli (Eds.), Giornata di studio sulle
emozioni (pp. 44-47). Padova: CLEUP.
Alves, D., Cruz, O., Duarte, C., & Martins, R. (2008). Escala
de Avaliação do conhecimento Emocional (EACE). In A.P.
Noronha, C. Machado, L.S. Almeida, M. Gonçalves, S. Martins
& V. Ramalho (Eds.), Actas da XIII Conferência Internacional
Avaliação Psicológica: Formas e Contextos (CD). Braga:
Psiquilibrios.
Belacchi, C., & Farina, E. (2010). Prosocial/Hostile Roles and
EmotionComprehension in Preschoolers. Aggressive Behavior,
36, 371-389. doi: 10.1002/ab.20361
Bishop, D. V. M. (1989). Test for reception of grammar (2nd
ed). Published by the author at Department of Psychology,
University of Manchester, Manchester.
Bueno, J.M. (2008). Construção de um instrumento para avaliação
da inteligência emocional em crianças. (Unpublished master´s
thesis). Universidade São Francisco, Itatiba.
De Stasio, S., Fiorilli, C., Di Chiacchio, C., & Albanese, O. (2007).
Children’s emotion understanding: effects of age and language.
In V. Zammuner, & C. Galli (Eds.), Giornata di studio sulle
emozioni (p. 90). Padova: CLEUP.
Delgado, B., & Contreras, A. (2008). Desarrollo social y emocional.
In B. Delgado (Ed.), Psicología delDesarrollo (vol. II, pp. 35-
66). Madrid: McGraw Hill.
Denham, S. (2007). Dealing with feelings: How children negotiate
the worlds of emotions and social relationships. Cognitie,
Creier, Comportament, 11(1), 1-48. Retrieved from http://
denhamlab.gmu.edu/Publications%20PDFs/Denham%
202007.pdf
Denham, S. A. (1986). Social cognition, social behavior, and
emotion in preschoolers: Contextual validation. Child
Development, 57, 194-201.
Denham, S., Blair, K., DeMulder, E., Levitas, J., Sawyer, K.,
Auerbach-Major, S., &Queenan, P. (2003). Preschool
emotional competence: pathway to social competence? Child
development, 74(1), 238-256.doi: 0009-3920/2003/7401-0017
Denham, S., Zinsser, K., & Bailey, C. (2011). Emotional intelligence
in the first five years of life.Encyclopedia on Early Childhood
Development. Montreal: Centre of Excellence for Early
Childhood Development and Strategic Knowledge.
Farina, E., & Albanese, O. (2007). Children’s emotion understanding:
individual differences and pragmatic competences. In V.
Zammuner & C.Galli (Eds.), Giornata di studio sulle emozioni
(pp. 105-108). Padova: CLEUP.
Franco, M. G. (2008). Inteligência emocional: O que se sabe hoje.
In Candeias, A., Almeida, L., Roazzi, A & Primi; R. (Eds.),
Inteligência Múltiplos Enfoques. São Paulo: Casa do Psicólogo.
Franco, M., & Candeias, A. (2008). Teste de Percepção Emocional
para Crianças: Estudos exploratórios para uma população
portuguesa. In A. P. Noronha, C. Machado, L. S. Almeida, M.
Gonçalves, S. Martins, & V. Ramalho (Eds.), Actas da XIII
Conferência Internacional Avaliação Psicológica: Formas e
Contextos (CD). Braga: Psiquilibrios.
Harris, P. (1989). Children and emotion.The development of
psychological understanding. Oxford: Blackwell Publishers.
Harris, P.L., Johnson, C.N., Hutton, D., Andrews, G., & Cooke,
T. (1989). Young Children’s Theory of Mind and Emotion
(Abstract). Cognition & Emotion, 3(4), 379-400.doi:
10.1080/02699938908412713
Harter, S., &Whitesell, N. (1989). Developmental changes in
children’s understanding of single, multiple, and blended
emotion concepts. In C. Saarni& P. Harris (Eds.), Children’s
understanding of emotion (pp. 81-116). Cambridge: Cambridge
University Press.
Hughes, C. (2011). Social Understanding and social lives. New
York: Spychology press.
Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A.,
Deighton, J., &Wolpert, M. (2011) Measures of Social and
Emotional Skills for Children and Young People: A Systematic
Review. Educational and Psychological Measurement, 71(4),
617-637.doi: 10.1177/0013164410382896
Izard, C. (2001). Emotional intelligence or adaptive emotions?
Emotion, 1(3), 249-257. doi: 10.1037//1528-3542.1.3.249
Izard, C., Fine, S., Schultz, D., Mostow, A., Ackerman, B.,
&Youngstrom, E. (2001). Emotion Knowledge as a predictor
of social behavior and academic competence in children at
risk. Psychological Science, 12(1), 18-23.doi: 10.1111/1467-
9280.00304
Kidwell, S., Young, M., Hinkle, L., Ratliff, D., Marcum, M.,
& Martin, C. (2010). Emotional competence and behavior
problems: Differences across Preschool Assessment of
Attachment Classifications. Clinical Child Psychology and
Psychiatry, 15(3), 391-406. doi: 10.1177/1359104510367589
Lagattuta, K. H., Wellman, H. M., & Flavell, J. H. (1997).
Preschoolers’ Understanding of the Link between Thinking
and Feeling: Cognitive Cuing and Emotional Change. Child
Development, 68(6), 1081-1104.
Lahaye, M., Luminet, O., Broeck, N., Bodart, E., & Mikolajczak,
M. (2010). Psychometric Properties of the Emotion Awarenes
Questionnaire for Children in a French-Speaking Population.
Journal of Personality Assessment, 92(4), 317-326. doi:
10.1080/00223891.2010.482003
Lamb, B. (2009). My Friends always know when I’m sad: how
children’s emotion understanding is associated with socioemotional
development (Unpublished master´s thesis).
Retrieved from Victoria University of Wellingtonhttp://hdl.
handle.net/10063/1618
León, D., & Sierra, H. (2008). Desarrollo de la comprensión de las
consecuencias de las emociones. Revista latinoamericana de
psicología, 40(1), 35-45. Retrieved from http://openjournal.
konradlorenz.edu.co/index.php/rlpsi/article/viewFile /354/255
Machado, P., Veríssimo, M., Torres, N., Peceguina, I, Santos,
A.J., &Rolão, T. (2008). Relações entre o conhecimento das
emoções, as competências académicas, as competências sociais
e a aceitação entre pares. Análise Psicológica, 26(3), 463-478.
Mayer, J., &Salovey, P. (1997). What Is Emotional Intelligence? In
P. Salovey, & D. Sluyter (Eds.), Emotional development and
emotional intelligence.Educational Implications (pp. 3-31).
New York: Basic Books.
Mayer, J., Roberts, R., &Barsade, S. (2008). Human Abilities:
Emotional Intelligence. Annual Review of Psychology, 59,
507-536.doi: 10.1146/annurev.psych. 59.103006.093646
Miller, A.L., Gouley, K.K., Seifer, R., Zakriski, A., Eguia, M.,
Vergani, M. (2005). Emotion Knowledge Skills in Low-income
Elementary School Children: Associations with Social Status
and Peer Experiences. Social Development, 14(4), 637-651.
Doi: 10.1111/j.1467-9507.2005.00321.
Minervino, C.A., Roazzi, A., Dias, M.G., & Roazzi, M. (2010).
Versão computadorizada do Teste de Compreensão das
Emoções. In M.C. Joly, & C.T., Reppold (Ed.), Testes
informatizados para a avaliação psicológica e educación
(E-book). São Paulo: Casa do Psicólogo.
Molina, P., Bulgarelli, D., Arati, L., Gianotti, F., Cattich, F., Calizia,
L., &Blijd-Hoogweiss E. (2007). Developmental trend of
children’s responses to TEC and to ToM-Storybooks: a study
on concurrent validity. In V.L. Zammuner, & C.Galli (Eds.),
Giornata di studio sulleemozioni (pp. 171-174).Padova:
CLEUP.
Nowicki, S., Jr. & Duke, M. P. (1989). A measure of nonverbal
social processing ability in children between the ages of 6 and
10. Paper presented at the American Psychological Society.
Alexandria,V.A.
Papalia, D., Olds, S., & Feldman, R. (2001). O Mundo da Criança.
Lisboa: McGraw-Hill.
Pavarini, G., Loureiro, C. P., & Souza, D. H. (2010). Compreensão
de Emoções, Aceitação Social e Avaliação de Atributos
Comportamentais em Crianças Escolares. Psicologia: Reflexão
e Crítica, 24(1), 135-143.
Pons, F., & Harris, P. (2005).Longitudinal change and longitudinal
stability of individual differences in children’s emotion
understanding. Cognition & Emotion, 19(8),1158-1174. doi:
10.1080/02699930500282108.
Pons, F., Harris, P., & de Rosnay, M. (2004). Emotion comprehension
between 3 and 11 years: Developmental periods and
hierarchical organization. European journal of developmental
psychology, 1(2), 127-152.doi:10.1080/17405620344000022
Raven, J. C., Court, J. H. & Raven, J. (1984). Manual for Raven’s
Progressive Matrices and Vocabulary Scales. Section 2:
Coloured progressive matrices. London: H. K. Lewis.
Roazzi, A., Dias, M., Minervino, C., Roazzi, M., & Pons, F. (2008).
Compreensão das emoções em crianças: estudo transcultural
sobre a validação do teste de compreensão da emoção TEC
(testofemotioncomprehension). In A. Noronha, C. Machado, L.
Almeida, M. Gonçalves, S. Martins & V. Ramalho (Eds.), Actas
da XIII Conferência Internacional Avaliação Psicológica:
Formas e Contextos (CD). Braga: Psiquilibrios.
Santos, N. N. (2012). Inteligência Emocional: A compreensão das
emoções em crianças do pré-escolar (Unpublishedmaster´s
thesis). Universidade da Madeira, Funchal.
Schaffer, H. (2004). Introducing Child Psychology. Singapore:
Blackwell Publishing.
Scharfe, E. (2000). Development of emotional expression,
understanding, and regulation in infants and young children.
In J. Parker & D. Goleman (Ed.), The Handbook of Emotional
Intelligence (pp. 244-262). San Francisco: Jossey-Bass.
Schultz, D., Izard, C., & Abe, J. (2005). The emotion systems
and the development of emotional intelligence. R. Schulze
& R. Roberts (Eds.), Emotional Intelligence (pp. 51-67).
Massachusetts: Hogrefe & Huber.
Schultz, D., Izard, C., Ackerman, B., & Youngstrom, E. (2001).
Emotion Knowledge in Economically Disadvantaged Children:
Self-regulatory Antecedents and Relations to Social Difficulties
and Withdrawal. Development and Psychopathology, 13(1),
53-67.doi: 10.1017/S0954579401001043
Shields, A. & Cicchetti, D. (1997). Emotion regulation among
school-age children: The development and validation of a
new criterion Q-sort scale. Developmental Psychology, 33(6),
906-916. doi: 10.1037/0012-1649.33.6.906.
Sidera, F., Amadó, A., & Serrat, E. (2011. September). Do young
children understand that pretend emotions are not real? Paper
presented at the meeting of III International Congress of
Emotional Intelligence, Opatija. Retrieved from http://www.
icei2011.org/pdf/ICEI2011-Book_of_Abstracts.pdf
Silva, E. P. (2012). A relação entre inteligência emocional e o
rendimento escolar em crianças do 1.º ciclo do ensino básico
da R.A.M. (Unpublished master´sthesis). Universidade da
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Publié-e
2015-11-17
Comment citer
Desenvolvimento da Compreensão Emocional. (2015). Psicologia: Teoria E Pesquisa, 31(3), 334–348. Consulté à l’adresse https://periodicos.unb.br/index.php/revistaptp/article/view/18598
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Revisão da Literatura
