Child Negative Emotionality and Caregiver Sensitivity Across Context: Links with Children's Kindergarten Behaviour Problems
Child Negative Emotionality and Caregiver Sensitivity Across Context: Links with Children's Kindergarten Behaviour Problems
复制标题
DOI：
10.1002/icd.1887
复制
发表时间：
2015-03-01
影响因子：
2.2
通讯作者：
Williford, Amanda
中科院分区：
文献类型：
--
作者：
Hartz, Karyn;Williford, Amanda
行为调整对儿童的入学准备至关重要。这项研究使用了来自幼儿纵向研究-出生队列的全国代表性儿童样本的数据。本研究探讨幼儿负面情绪性、母亲敏感性与幼儿教师敏感性的交互作用对幼儿园内、外化行为的影响。父母报告的儿童的负面情绪和母亲的敏感性的意见，在20岁时获得，教师的敏感性，观察在学前班和教师报告的儿童的行为问题，在幼儿园获得。负面情绪调节母亲的敏感性，教师的敏感性和儿童的内化行为之间的联系。对于儿童高的消极性，母亲的敏感性与内化行为的背景下，低教师的敏感性，而对于儿童低的消极性，母亲的敏感性与内化行为呈负相关。对于儿童高或低的消极，内化行为是可比的，当教师的敏感性高，无论母亲的敏感性。母亲的敏感性和教师的敏感性相互作用，预测外化行为，而不管孩子的消极。经历了高教师敏感性的儿童表现出相当的外化行为，无论母亲的敏感性。当孩子经历了低教师的敏感性，母亲的敏感性与外化行为呈负相关。儿童的特点和跨越发展背景之间的相互作用进行了讨论。版权所有（c）2014约翰威利父子有限公司
Behavioural adjustment is critical for children's school readiness. This study used data from a nationally representative sample of children from the Early Childhood Longitudinal Study - Birth Cohort. We examined the effects of interactions between children's negative emotionality, maternal sensitivity and preschool teacher sensitivity on children's kindergarten internalizing and externalizing behaviours. Parent report of children's negative emotionality and observations of maternal sensitivity were obtained at age 2years, teacher sensitivity was observed in preschool and teacher report of children's behaviour problems was obtained in kindergarten. Negative emotionality moderated links between maternal sensitivity, teacher sensitivity and children's internalizing behaviours. For children high in negativity, maternal sensitivity was positively associated with internalizing behaviour in the context of low teacher sensitivity, whereas for children low in negativity, maternal sensitivity was negatively associated with internalizing behaviour. For children high or low in negativity, internalizing behaviour was comparable when teacher sensitivity was high regardless of maternal sensitivity. Maternal sensitivity and teacher sensitivity interacted to predict externalizing behaviour regardless of child negativity. Children who experienced high teacher sensitivity displayed comparable externalizing behaviour regardless of maternal sensitivity. When children experienced low teacher sensitivity, maternal sensitivity was negatively associated with externalizing behaviour. Interactions between child characteristics and caregiving across developmental contexts are discussed. Copyright (c) 2014 John Wiley & Sons, Ltd.