Emotional Knowledge and Social Withdrawal in Early Childhood

Social withdrawal has been a problem for researchers in recent years due to its controversies in the emotional development of subjects. However, in Portugal, there are few studies in this area relating to preschool children. Therefore, we sought to verify the relationship between emotional knowledge and social withdrawal in early childhood, using a sample of 227 Portuguese children (123 female) aged between 36 and 71 months. Based on quantitative measures, the results obtained do not support the evidence that difficulties in social adjustment, such as solitary and uncooperative behaviors, compromise children's emotional knowledge. However, the data collected reinforce the importance of social play in the socio-emotional development of preschool children.

Autorentext

Master in Psychologie mit Spezialisierung in Klinischer Psychologie, erworben am Institut für Angewandte Psychologie in Lissabon (ISPA). Studierte Emotionales Wissen und Soziales Zurückgezogensein bei Kindern im Vorschulalter. Ausbilderin für Elternkompetenzen. Derzeit tätig als Klinische Psychologin im Bereich Kinder und Jugendliche.