Previously Institutionalized Toddlers' Social and Emotional Competence and Kindergarten Adjustment: Indirect Effects through Executive Function

Autor/inn/en	Perry, Nicole B.; Donzella, Bonny; Mliner, Shanna B.; Reilly, Emily B.
Titel	Previously Institutionalized Toddlers' Social and Emotional Competence and Kindergarten Adjustment: Indirect Effects through Executive Function
Quelle	In: Developmental Psychology, 59 (2023) 12, S.2175-2188 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001612
Schlagwörter	Toddlers; Kindergarten; Institutionalized Persons; Interpersonal Competence; Emotional Intelligence; Executive Function; Student Adjustment; Preschool Children; Parents; Adoption; Attention; Inhibition; Teacher Student Relationship; Conflict + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Interpersonale Kompetenz; Emotionale Intelligenz; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Eltern; Aufmerksamkeit; Hemmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Konflikt
Abstract	Longitudinal multimethod data across three time points were examined to explore the associations between previously institutionalized toddlers' (N = 71; 59% female) socioemotional skills (Time Point 1: 18 months to 3-years-old), executive functioning (i.e., attention, working memory, inhibitory control) in the preschool years (Time Point 2: 2-4-years-old), and adjustment in kindergarten (5-6-years-old). Children were from multiple regions (35% Eastern European, 31% Southeast Asian, 25% African, and 9% Latin American), and 90% of adoptive parents were White from the Midwestern United States. Socioemotional competency at Time Point 1 was associated with fewer attention problems and greater inhibitory control at Time Point 2, which were subsequently associated with more observed social competence, greater observed classroom competence, and less teacher-reported teacher-child conflict in kindergarten. Indirect effects from socioemotional competencies in toddlerhood to kindergarten adjustment via executive functioning during the preschool period emerged. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01