Do child gender and temperament moderate associations between Head Start classroom social-emotional climate and children's social-emotional competencies?

被引:6
作者
Brophy-Herb, Holly E. [1 ]
Miller, Alison L. [2 ,3 ]
Martoccio, Tiffany L. [4 ]
Horodynski, Mildred [5 ]
Senehi, Neda [6 ]
Contreras, Dawn [7 ]
Peterson, Karen [8 ]
Dalimonte-Merckling, Danielle [1 ]
Favreau, Zachary [1 ]
Sturza, Julie [2 ,8 ]
Kaciroti, Niko [2 ,9 ]
Lumeng, Julie C. [2 ,8 ,10 ]
机构
[1] Michigan State Univ, Dept Human Dev & Family Studies, 552 W Circle Dr, E Lansing, MI 48824 USA
[2] Univ Michigan, Ctr Human Growth & Dev, Ann Arbor, MI 48109 USA
[3] Univ Michigan, Dept Hlth Behav & Hlth Educ, Sch Publ Hlth, Ann Arbor, MI 48109 USA
[4] Univ Maryland, Sch Social Work, Inst Innovat & Implementat, College Pk, MD 20742 USA
[5] Michigan State Univ, Coll Nursing, E Lansing, MI 48824 USA
[6] Univ Colorado Denver, Dept Psychiat, Anschutz Med Campus, Denver, CO USA
[7] Michigan State Univ, MSU Extens, E Lansing, MI 48824 USA
[8] Univ Michigan, Dept Nutr Sci, Sch Publ Hlth, Ann Arbor, MI 48109 USA
[9] Univ Michigan, Dept Biostat, Sch Publ Hlth, Ann Arbor, MI 48109 USA
[10] Univ Michigan, Dept Pediat, Sch Med, Ann Arbor, MI 48109 USA
基金
美国农业部;
关键词
Early childhood education; Emotion socialization; Low-income; Self-regulation; Teachers; Temperament; SELF-REGULATION; SCHOOL READINESS; DIFFERENTIAL SUSCEPTIBILITY; RELATIONSHIP QUALITY; ADAPTIVE-BEHAVIOR; PRESCHOOL; SOCIALIZATION; KNOWLEDGE; KINDERGARTEN; RISK;
D O I
10.1016/j.ecresq.2018.07.001
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Little research has examined teachers' classroom social-emotional practices, including how teachers' warmth and their more explicit emotion socialization practices may be associated with children's social-emotional competencies in different but complementary ways. Likewise, there is scant knowledge on how the effects of the classroom climate may vary by child characteristics. We examined the moderating roles of child gender and temperament in the associations between two aspects of the classroom climate, Head Start teachers' warmth and their explicit emotion socialization practices, and preschoolers' (N = 611) social-emotional competencies, including emotion recognition, self-regulation, and positive social behaviors. While no three-way interactions (teachers' warmth and teachers' emotion socialization practices x child gender x temperament) were significantly associated with outcomes, a two-way interaction between teachers' emotion socialization practices and temperament was significant. Specifically, teachers' emotion socialization practices in the fall were associated with greater self-regulation for all children in the spring, including children with more reactive temperaments although effects were most robust for children with the least reactive temperaments. Implications for teacher practices are discussed. (C) 2018 Elsevier Inc. All rights reserved.
引用
收藏
页码:518 / 530
页数:13
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