The Development of Prosocial Behaviour in Early Childhood: Contributions of Early Parenting and Self-Regulation

Autor/inn/en	Williams, Kate E.; Berthelsen, Donna
Titel	The Development of Prosocial Behaviour in Early Childhood: Contributions of Early Parenting and Self-Regulation
Quelle	In: International Journal of Early Childhood, 49 (2017) 1, S.73-94 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-017-0185-5
Schlagwörter	Child Rearing; Parenting Styles; Self Control; Prosocial Behavior; Young Children; Emotional Response; Attention Control; Teacher Attitudes; Parent Attitudes; Early Childhood Education; Foreign Countries; Longitudinal Studies; Affective Behavior; Parent Child Relationship; Australia + Suchen Sie Ihr Suchwort? Kindererziehung; Selbstbeherrschung; Frühe Kindheit; Emotionales Verhalten; Aufmerksamkeitstest; Lehrerverhalten; Elternverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Affective disturbance; Active behaviour; Affektive Störung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Australien
Abstract	This research considers the role of parenting practices and early self-regulation, on children's prosocial behaviour when they begin school. Data for 4007 children were drawn from "Growing Up in Australia: The Longitudinal Study of Australian Children" (LSAC). The analyses explored relations between self-reported parenting practices for mothers and fathers, using scales for parenting warmth and hostility, and parent report on children's emotional and attentional regulation at 2-3 years. Teacher reports for prosocial behaviour were obtained when children were 6-7 years. Maternal and paternal non-hostile parenting and warmth made significant, indirect contributions to later prosocial development, through influencing children's early self-regulation. These findings inform understandings about the intergenerational pathways through which children's self-regulation influences prosocial skills. Responsive caregiving by parents, and by adults in early childhood education programs, supports the development of early self-regulation. This, in turn, enables children to take greater advantage of the learning opportunities afforded to them at home and in early childhood education programs. Support for early self-regulation can offset effects of child and family risk factors on children's later development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01