You Get What You Get and You Don't Throw a Fit!: Emotion Socialization and Child Physiology Jointly Predict Early Prosocial Development

Autor/inn/en	Scrimgeour, Meghan B.; Davis, Elizabeth L.; Buss, Kristin A.
Titel	You Get What You Get and You Don't Throw a Fit!: Emotion Socialization and Child Physiology Jointly Predict Early Prosocial Development
Quelle	In: Developmental Psychology, 52 (2016) 1, S.102-116 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000071
Schlagwörter	Early Childhood Education; Child Development; Prosocial Behavior; Psychological Patterns; Socialization; Physiology; Social Development; Predictor Variables; Young Children; Individual Differences; Interpersonal Competence; Mothers; Parent Child Relationship; Emotional Response; Self Control; Child Rearing; Mixed Methods Research; Infants; Toddlers; Regression (Statistics); Family Environment; Hypothesis Testing; Helping Relationship; Behavior Patterns; Problem Solving; Positive Reinforcement; Experiments; Questionnaires; Attention Control + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Socialisation; Sozialisation; Physiologie; Soziale Entwicklung; Prädiktor; Frühe Kindheit; Individueller Unterschied; Interpersonale Kompetenz; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Emotionales Verhalten; Selbstbeherrschung; Kindererziehung; Infant; Toddler; Toddlers; Kleinkind; Infants; Regression; Regressionsanalyse; Familienmilieu; Hypothesenprüfung; Hypothesentest; Helfende Beziehung; Problemlösen; Erprobung; Fragebogen; Aufmerksamkeitstest
Abstract	Prosocial behavior in early childhood is a precursor to later adaptive social functioning. This investigation leveraged mother-reported, physiological, and observational data to examine children's prosocial development from age 2 to age 4 (N = 125). Maternal emotion socialization (ES) strategies and children's parasympathetic regulation have each been implicated in prosocial behavior, but are rarely examined together or prospectively. Given the transactional nature of parent-child relationships, the effects of maternal ES strategies on children's prosocial behavior are likely moderated by children's individual differences in parasympathetic regulation. As expected, mothers' reported use of problem-focused ES strategies predicted prosocial behavior at age 4. Additionally, children who showed parasympathetic reactivity consistent with more effective emotion regulation during a lab-based disappointment task were rated as more prosocial at age 4. Several interactions with maternal ES strategies emerged. Children's parasympathetic regulation moderated the relations between observed physical comfort or cognitive reframing and prosocial behavior. Observed distraction (either behavioral or cognitive) moderated the link between mothers' reported use of problem-focused ES strategies and children's prosocial behavior. Findings suggest that children's emerging prosocial behavior is shaped by the interactive contributions of interpersonal maternal ES as well as intrapersonal intrinsic physiological regulation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01