Chilean Family Reminiscing About Emotions and Its Relation to Children's Self-Regulation Skills

被引:44
作者
Leyva, Diana [1 ]
Nolivos, Virginia [2 ]
机构
[1] Davidson Coll, Dept Psychol, Davidson, NC 28035 USA
[2] Univ Oxford, Dept Educ, Oxford OX1 2JD, England
关键词
PRESCHOOL-CHILDREN; EXECUTIVE FUNCTION; EUROPEAN-AMERICAN; EFFORTFUL CONTROL; ATTACHMENT SECURITY; SCHOOL READINESS; MOTHER; KINDERGARTEN; CHINESE; CONVERSATIONS;
D O I
10.1080/10409289.2015.1037625
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Research Findings: This study examined the relation between Chilean parents' narrative participatory styles (i.e., the way in which parents scaffold children's participation in conversations) and children's self-regulation skills. A total of 210 low-income Chilean parent-child dyads participated in the study. Dyads were videotaped talking about a past negative and a positive experience at the beginning of prekindergarten. Children's self-regulation skills (attention and impulse control) were assessed using teacher ratings at the beginning of prekindergarten and at the end of kindergarten. Several parents adopted an elicitor style (i.e., asked a significant number of questions) in conversations about past negative and positive experiences. Parents' elicitor style in conversations about negative but not positive experiences was predictive of gains in children's self-regulation skills (attention and impulse control) at the end of kindergarten. Practice and Policy: The findings from this study suggest that parent-child narratives about emotional experiences might be a privileged context to develop children's attention and impulse controlin particular conversations about past negative experiences. Intervention programs working with low-income Latin American parents may capitalize on these family practices to support children's self-regulation skills and, in doing so, might help children better prepare for school.
引用
收藏
页码:770 / 791
页数:22
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