By Joan L. Luby MD
This vital quantity comprehensively explores the improvement of psychiatric issues in 2- to 6-year-olds, detailing how the turning out to be empirical wisdom base could lead to more suitable interventions for young ones and their households. best members learn advances within the conceptualization and analysis of early-onset disruptive problems, temper and anxiousness issues, consuming and snoozing issues, autism, and different medical difficulties. Promising therapy suggestions are defined, together with developmentally particular behavioral and play cures, and to be had facts for his or her effectiveness is gifted. The literature on preschool psychopharmacology can also be reviewed. all through, the dialogue is grounded within the many fresh advances on normative developmental tactics within the preschool period.
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2004). The emergence of autobiographical memory: A social– cultural developmental theory. Psychological Review, 111, 486–511. Owens, E. , & Shaw, D. S. (2003). Predicting growth curves of externalizing behavior across the preschool years. Journal of Abnormal Child Psychology, 31, 575–590. Povinelli, D. (2001). The self: Elevated in consciousness and extended in time. In C. Moore & K. ), The self in time (pp. 75–95). Mahwah, NJ: Erlbaum. , & Gopnik, A. (1997). Early reasoning about desires: Evidence from 14– and 18–month-olds.
American Psychologist, 44, 11–19. Vasey, M. , & Ollendick, T. H. (2000). Anxiety. In M. Lewis & A. , pp. 511–529). New York: Plenum Press. , & Schoefs, V. (1996). The internal working model of the self, attachment, and competence in five-year-olds. Child Development, 67, 2493–2511. Wellman, H. (2002). Understanding the psychological world: Developing a theory of mind. In U. ), Handbook of childhood cognitive development (pp. 167–187). Oxford, UK: Blackwell. , & Banerjee, M. (1991). Mind and emotion: Children’s understanding of the emotional consequences of beliefs and desires.
Understand their own and others’ emotions. • Regulate and cope with their emotions—whenever emotional experience is “too much” or “too little” for themselves, or when its expression is “too much” or “too little” to fit with others’ expectations. The goals of this chapter are to consider the SEL repertoire of normally developing preschool-age children, but with a keen appreciation of how lack of SEL can contribute to developmental and mental health difficulties, both during and after preschool.