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

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.

The role of father parenting in children’s school readiness: A longitudinal follow-up.

“…Parenting is recognized as an important antecedent to EF and school readiness skills (Devine, Bignardi, & Hughes, 2016; Fay-Stammbach, Hawes, & Meredith, 2014; Russell, Lee, Spieker, & Oxford, 2016), but historically this research has focused almost exclusively on mothers (e.g., Grolnick & Farkas, 2002; Wood, 1980). Autonomy support is the dimension of mother parenting that has been most consistently associated with child EF, even over and above other dimensions such as sensitivity and mind-mindedness (Bernier, Carlson, & Whipple, 2010; Bindman, Pomerantz, & Roismann, 2015; Fay-Stammbach et al, 2014).…”

Variables affecting social-emotional development, academic grit and subjective well-being of fourth-grade primary school students

“…According to the second subproblem of the study, students who received preschool education had higher social-emotional development, academic grit and subjective well-being than those who did not. Russell et al (2016) state that preschool education has an important effect on task completion, one of the indicators of social development and grit in primary school children. Kohn and Rosman (1972) report that students with preschool education are more curious and better reflect the indicators of social-emotional development.…”

“…Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License (Russell et al, 2016).…”

La Competencia Emocional en Atención Temprana: Perspectiva de padres y profesionales

“…La comprensión de lo que el niño siente sobre sí mismo, cómo lo comparte y lo entiende de su entorno, es un aspecto clave para su estructuración emocional y el desarrollo de una personalidad en los años posteriores de la vida (Goleman, 1999;Goleman, Boyatzis & Mckee, 2002;Russell et al, 2016). La comprensión de las emociones se considera un predictor socioemocional importante a lo largo de la infancia, incluyendo pequeños problemas de conducta con padres y profesores, mayor ajuste prosocial, éxito personal e incluso éxito académico.…”