Parenting and Preschool Self-Regulation as Predictors of Social Emotional Competence in 1st Grade

Autor/inn/en	Russell, Beth S.; Lee, Jungeun Olivia; Spieker, Susan; Oxford, Monica L.
Titel	Parenting and Preschool Self-Regulation as Predictors of Social Emotional Competence in 1st Grade
Quelle	In: Journal of Research in Childhood Education, 30 (2016) 2, S.153-169 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2016.1143414
Schlagwörter	Elementary School Students; Early Childhood Education; Grade 1; Parenting Styles; Self Control; Predictor Variables; Social Development; Emotional Development; Interpersonal Competence; Longitudinal Studies; Path Analysis; Models; Language Skills; Attention Control; Child Caregivers; Outcomes of Education; School Readiness; Child Rearing; Socialization; Child Development; Performance Tests; Attention Span; Measures (Individuals); Depression (Psychology); Symptoms (Individual Disorders); Family Environment; Observation; Continuous Performance Test; Home Observation for Measurement of Environment; Preschool Language Scale; Center for Epidemiologic Studies Depression Scale; Social Skills Rating System + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School year 01; 1. Schuljahr; Schuljahr 01; Selbstbeherrschung; Prädiktor; Soziale Entwicklung; Gefühlsbildung; Interpersonale Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pfadanalyse; Analogiemodell; Language skill; Sprachkompetenz; Aufmerksamkeitstest; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Lernleistung; Schulerfolg; Readiness for school; School ability; Schulreife; Kindererziehung; Socialisation; Sozialisation; Kindesentwicklung; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Messdaten; Psychiatrische Symptomatik; Familienmilieu; Beobachtung
Abstract	The current longitudinal study used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) to examine a model of development that emphasizes early caregiving environments as predictors of social emotional competence (including classroom competence). This path analysis model included features of parenting, emotion regulation, preschool language skills, and attention to predict child outcomes in 1st grade. Early caregiving environments were directly predictive of peer relationship satisfaction, oppositional behavior, social skills, and classroom competence over and above significant mediated effects through preschool self-regulation (language, inattention, and anger/frustration). These results suggest that the characteristics of supportive and stimulating caregiving shift in valence over time, such that qualities of the infant-child relationship that are significant in predicting early childhood outcomes are not the same as the caregiving qualities that move to the foreground in predicting primary school outcomes. Implications for school-readiness programming are discussed, including interventions in the early caregiving system to encourage sensitive and supportive parent-child interactions to bolster school readiness via the development of social-emotional competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01