Teachers’ consistency of emotional support moderates the association between young children's regulation capacities and their preschool adjustment
Bibliographic Data
| ID | 21375587 |
|---|---|
| Authors | Craig S Bailey (0000-0003-2179-528X, Yale Child Study Center New Haven Connecticut USA, corresponding author), Ashlin R Ondrusek (0000-0002-2644-0990, Yale School of Public Health New Haven Connecticut USA), Timothy W Curby (0000-0001-8289-1748, George Mason University Fairfax Virginia USA), Susanne A Denham (0000-0001-8411-4782, George Mason University Fairfax Virginia USA) |
| Year | 2022 |
| Volume | 59 |
| Issue | 6 |
| Pages | 1051-1074 |
| Publication date | 2022-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22659 |
| PMID | 35573130 |
| OpenAlex | W4210858290 |
| Language | EN |
| Citations received | 8 |
| References cited | 93 |
Objectives: Preschool teachers' consistency of warm, sensitive, and responsive interactions with children may be more important than average levels and may moderate the association between children's cognitive and emotion regulation and their preschool adjustment. Methods: A sample of 312 boys and girls aged 32 to 68 months in 44 classrooms at 16 privately-funded centers and Head Starts completed assessments of emotional and cognitive regulation and were rated by their teachers using measures of social-emotional functioning. Teacher-child interactions were rated for emotional support. Multilevel structural equation modeling was used to simultaneously explore three aspects of preschool adjustment. Results: Children who were the least regulated were more adjusted to preschool in classrooms where teachers were more consistent in their emotional support, over and above mean emotional support and after controlling for child- and preschool-level covariates. Conclusions: Consistency matters for children's preschool adjustment perhaps even more so than average levels of emotional support.
Association (psychology) · Child development · Cognition · Consistency (knowledge bases) · Developmental psychology · Emotional support · Head start · Multilevel model · Social emotional learning · Social support · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Psychology · Social Psychology · Stress Responses and Cortisol
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Multidimensional poverty among middle-school children from rural China
The Role of Emotionality and Regulation in Children's Social Functioning
The role of emotion regulation in children's early academic success
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The Effects of Preschool Education
Children's Social and Scholastic Lives in Kindergarten
Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten
Inhibitory control and emotion regulation in preschool children
Relationships between children and teachers
Emotion Regulation as a Scientific Construct
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Missing Data Techniques for Structural Equation Modeling.
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Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
On the Nature of Emotion Regulation
Preschool Emotional Competence
Peer Effects on Children’s Language Achievement During Pre-Kindergarten
Attachment Security in Infancy and Early Adulthood
Disorganized attachment in early childhood
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Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade.
Contributions of teacher–child relationships to positive school adjustment during elementary school
Explained Variance Measures for Multilevel Models
Social-Emotional Competence as Support for School Readiness
Modeling the Impacts of Child Care Quality on Children's Preschool Cognitive Development
The teacher-child relationship and children's early school adjustment
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On the Use, the Misuse, and the Very Limited Usefulness of Cronbach’s Alpha
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Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
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A Comparison of Composite Reliability Estimators
Analyzing the Reliability of Multidimensional Measures
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Integrating and differentiating aspects of self-regulation
Emotional and organizational supports for preschoolers’ emotion regulation
Teacher-child relationships and the process of adjusting to school
Executive function in preschoolers
Improving Young Children’s Social and Emotional Competence
Teachers' Perceptions of Conflict with Young Students
Social‐emotional Classroom Climate in Child Care, Child‐Teacher Relationships and Children’s Second Grade Peer Relations
Caregiver Emotional Expressiveness, Child Emotion Regulation, and Child Behavior Problems among Head Start Families
Pathways to Problem Behaviors
Attachment, Intelligence, and Language
Variation in children's classroom engagement throughout a day in preschool
Teacher-child racial/ethnic match within pre-kindergarten classrooms and children’s early school adjustment
Preschool teacher attachment, school readiness and risk of learning difficulties
The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten
Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research
Peer rejection as antecedent of young children's school adjustment
Attachment and emotional understanding in preschool children
Children's interpersonal behaviors and the teacher–child relationship
Language development in the early school years
The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom
Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills
The development of cognitive skills and gains in academic school readiness for children from low-income families
Parenting style as context
Less is more
| Citations per year | 2 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |