In early childhood, it predicts positive mood, self-confidence and independence in mastery of new tasks, cooperativeness, and resistance to engaging in disruptive behavior.
( ( In ( early childhood ) ) ( , ( it ( ( predicts ( ( ( ( ( ( ( ( positive mood ) , ) ( ( ( self-confidence and ) independence ) ( in ( mastery ( of ( new tasks ) ) ) ) ) ) , ) cooperativeness ) , ) and ) ( resistance ( to ( engaging ( in ( disruptive behavior ) ) ) ) ) ) ) . ) ) ) )
(ROOT (S (PP (IN In) (NP (JJ early) (NN childhood))) (, ,) (NP (PRP it)) (VP (VBZ predicts) (NP (NP (JJ positive) (NN mood)) (, ,) (NP (NP (NN self-confidence) (CC and) (NN independence)) (PP (IN in) (NP (NP (NN mastery)) (PP (IN of) (NP (JJ new) (NNS tasks)))))) (, ,) (NP (NNS cooperativeness)) (, ,) (CC and) (NP (NP (NN resistance)) (PP (TO to) (S (VP (VBG engaging) (PP (IN in) (NP (JJ disruptive) (NN behavior))))))))) (. .)))
In early childhood, it is likely to contribute to a low sense of self-worth and an inability to get along with peers.
( ( In ( early childhood ) ) ( , ( it ( ( is ( likely ( to ( ( contribute ( to ( ( a ( low sense ) ) ( of ( ( self-worth and ) ( an inability ) ) ) ) ) ) ( to ( ( get along ) ( with peers ) ) ) ) ) ) ) . ) ) ) )
(ROOT (S (PP (IN In) (NP (JJ early) (NN childhood))) (, ,) (NP (PRP it)) (VP (VBZ is) (ADJP (JJ likely) (S (VP (TO to) (VP (VB contribute) (PP (TO to) (NP (NP (DT a) (JJ low) (NN sense)) (PP (IN of) (NP (NP (NN self-worth)) (CC and) (NP (DT an) (NN inability)))))) (S (VP (TO to) (VP (VB get) (PRT (RP along)) (PP (IN with) (NP (NNS peers))))))))))) (. .)))