Beth S. Russell|Jungeun Olivia Lee|Susan J. Spieker|Monica L. Oxford
Parenting and Preschool Self-Regulation as Predictors of Social Emotional Competence in 1st Grade
University of Connecticut|University of Washington|University of Washington|University of Washington
current longitudinal study used data national institute child health human development nichd study early child care youth development seccyd examine model development emphasizes early caregiving environments predictors social emotional competence including classroom competence path analysis model included features parenting emotion regulation preschool language skills attention predict child outcomes 1st grade early caregiving environments directly predictive peer relationship satisfaction oppositional behavior social skills classroom competence significant mediated effects preschool self regulation language inattention angerfrustration results suggest characteristics supportive stimulating caregiving shift valence time qualities infantchild relationship significant predicting early childhood outcomes caregiving qualities move foreground predicting primary school outcomes implications schoolreadiness programming discussed including interventions early caregiving system encourage sensitive supportive parent child interactions bolster school readiness via development socialemotional competence