This review details the developmental progression of emotional competence from preschool age through middle childhood, and provides extant evidence for its relation to social competence, mental health, and academic success. Intra- and interpersonal contributors to emotional competence are then detailed. Within interpersonal contributors, the relational context in which socialization takes place ï¿½ whether parent-child, teacher-child, peer group, or friendship dyad ï¿½ is first considered. Finally, extant information is detailed on the modeling, contingency, and teaching mechanisms of socialization of emotions within these relationships. The review ends with a discussion of hoped-for continued advances in research and applications of this vital set of abilities.
KEYWORDS: emotional competence, social competence, relationships, early childhood, middle childhood.