Teachers' Consistency of Emotional Support Moderates the Association Between Young Children's Regulation Capacities and Their Preschool Adjustment.
Teachers' Consistency of Emotional Support Moderates the Association Between Young Children's Regulation Capacities and Their Preschool Adjustment.
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DOI：
10.1002/pits.22659
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发表时间：
2022-06
影响因子：
2
通讯作者：
Denham, Susanne A.
中科院分区：
文献类型：
--
作者：
Bailey, Craig S.;Ondrusek, Ashlin R.;Curby, Timothy W.;Denham, Susanne A.
关键词：
幼儿教师的温暖，敏感和响应与儿童的互动的一致性可能比平均水平更重要，并可能缓和儿童的认知和情绪调节和他们的学前适应之间的关联。在16个私人资助的中心和Head Starts的44个教室中，312名年龄在32至68个月之间的男孩和女孩完成了情绪和认知调节的评估，并由他们的老师使用社交情绪功能的措施进行了评估。教师与儿童的互动被评为情感支持。采用多水平结构方程模型同时探讨学前适应的三个方面。在控制了儿童和学前水平的协变量后，监管最少的儿童更能适应学前班的课堂，那里的教师在情感支持方面更加一致，超过了平均情感支持。一致性对儿童学前适应的影响可能比平均水平的情感支持更重要。
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. 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. 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. Consistency matters for children’s preschool adjustment perhaps even more so than average levels of emotional support.
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