Socioemocionalni razvoj u predškolskoj dobi: povezanost razumijevanja emocija prosocijalnoga ponašanja
Socio-Emotional Development in Pre-School Children: A Correlation between Understanding Emotions and Prosocial Behaviour

Summary/Abstract: The aim of this research was to determine the contribution of recognising and describing emotions in interpreting children’s prosocial behaviour as well as in discovering how well pre-school children can identify and describe their primary emotions, in understanding how a child feels based on facial expressions. The results of the research conducted indicate that pre-school children mostly recognise and describe the emotions of sadness, happiness and anger. As children grow older, most of them are able to recognise and describe the four main emotions, whereas they least recognise, and least correctly describe fear based on photographs of facial expressions. From the age of three to the time they start school, the older the children are, the more pro-socially they behave, girls behaving more pro-socially than boys. The results of hierarchical regression analyses have indicated that only the prosocial behaviour of older pre-school children can be explained through the child’s ability to understand emotions, recognise and describe primary emotions, and this depends on gender. Older pre-school boys who understand primary emotions better, behave more pro-socially, while that relationship in girls was not obtained.

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