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))))))))) (. .)))
When established in early childhood, it can contribute to more positive moods and a greater sense of self-confidence.
( ( When ( established ( in ( early childhood ) ) ) ) ( , ( it ( ( can ( contribute ( to ( ( ( ( more positive ) moods ) and ) ( ( a ( greater sense ) ) ( of self-confidence ) ) ) ) ) ) . ) ) ) )
(ROOT (S (SBAR (WHADVP (WRB When)) (S (VP (VBN established) (PP (IN in) (NP (JJ early) (NN childhood)))))) (, ,) (NP (PRP it)) (VP (MD can) (VP (VB contribute) (PP (TO to) (NP (NP (ADJP (RBR more) (JJ positive)) (NNS moods)) (CC and) (NP (NP (DT a) (JJR greater) (NN sense)) (PP (IN of) (NP (NN self-confidence)))))))) (. .)))