Abstract

Children’s emotion knowledge (EK) influences their current and long-term social functioning. Emotion schemas are theorized to incorporate basic EK and cognitions. The present study of 64 3-to 5-year-old Head Start children explored the relation between two preschool emotion factors (sad bias and caregiver depression) and a cognitive factor (Theory of Mind; TOM) on children’s development of emotion schemas in kindergarten. The results partially supported our hypotheses. TOM moderated the relation between preschool maladaptive EK and emotion schema development. Higher levels of TOM understanding in preschool buffered the negative effects of maladaptive EK on kindergarten emotion schemas. Hence, both EK and TOM interventions may prevent at-risk Head Start children from developing maladaptive emotion schemas