Temperment, Psychobiological and Cognitive Predictors

幼儿期自我调节的发展被认为是以后认知和行为能力的基础。 社会发展和在学校的早期成功。然而，对认知和 儿童期自我调节的社会情感方面以及儿童特征与早期 发展自律的经验相当有限。先前短期纵向和横截面 研究已经用相对较小和均匀的样品进行，并采用了有限的一系列 措施为了解决先前工作的局限性， 家庭生活计划项目将测试一种新出现的自我调节的发展心理生物学模型 在一项以人口为基础的抽样调查中，1,292名儿童和家庭主要是低收入家庭， 北卡罗来纳州和宾夕法尼亚州的农村社区。观察到的情绪和压力反应的测量 在我们项目的第一阶段收集的6、15和24个月大的儿童的发育情况将与 执行功能（EF）和社会情绪自我调节的轨迹，从年龄 36个月到二年级。EF和社会情绪自我调节的轨迹将是 与学校学术和社会进步的衡量标准有关。该项目的一个独特之处是 在早期情绪和压力反应之间建立关系的能力，发展自我调节， 学校的发展背景。我们认为，EF和社会情绪自我调节的发展将 在儿童中最容易受到损害，其特点是情绪和压力水平高且持续 生活在养育和环境风险高的家庭中的婴儿和幼儿期的反应， 从婴儿期到上学早期都很稳定。不过，我们也预计，这种风险可以得到缓和 学前和早期学校的经验，促进语言发展，培养支持 与教师的关系，并促进早期识字和数学能力。通过结合详细的评估 在项目1中对儿童自我调节的新出现进行了评估，在项目3中对家庭过程进行了评估， 儿童语言发展的测量和项目2早期教育的背景下，该计划 项目提供了一个全面的广度和深度的衡量，不能完成内 单一研究的局限性。

The development of self-regulation in early childhood is understood to be foundational for later cognitive and social development and early success in school. However, knowledge of relations among cognitive and social-emotional aspects of self-regulation in childhood and the relation of child characteristics and early experience to developing self-regulation is quite limited. Prior short-term longitudinal and cross-sectional studies have been conducted with relatively small and homogenous samples and employed a limited array of measures. To address the limitations of prior work, this competing continuation application for Project 1 of the Family Life Project program project will test a developmental psychobiological model of emeriging selfregulation in a population-based sample of 1,292 children and families in predominantly low-income and rural communities in North Carolina and Pennsylvania. Measures of observed emotion and stress reactivity collected in the first phase of our project at child ages 6, 15, and 24 months will be related to developmental trajectories for executive function (EF) and social-emotional self-regulation at time points ranging from age 36 months through the 2nd grade. Trajectories for EF and social-emotional self-regulation will then be related to measures of academic and social progress in school. A unique feature of this program project is the ability to place relations among early emotion and stress reactivity, developing self-regulation, and early school progress in context. We propose that the development of EF and social-emotional self-regulation will be most compromised in children characterized by high and sustained levels of emotional and stress reactivity during infancy and toddlerhood living in homes in which parenting and contextual risk is high and stable from infancy through the early school years. However, we also expect that this risk can be moderated by preschool and early school experiences that promote language development, foster supportive relationships with teachers, and promote early literacy and math abilities. By combining detailed assessment of emerging child self-regulation in Project 1 with the measurement of family processes in Project 3 and the measurement of child language development and the context of early schooling in Project 2, this program project provides an overall breadth and depth of measurement that could not be accomplished within the constraints of a single study.