Temperment, Psychobiological and Cognitive Predictors

儿童早期自我调节的发展被认为是后来认知和发展的基础 社会发展和学校早期的成功。然而，认知和认知之间的关系的知识 儿童自我调节的社会情绪方面及其与儿童特征和早期行为的关系 发展自律的经验相当有限。之前的短期纵向和横截面 研究是在相对较小和均质的样本中进行的，并使用了有限的 措施。为了解决以前工作的局限性，本项目1的竞争续展申请 家庭生活项目项目将测试自我调节形成的发展心理生物学模型 在以人口为基础的样本中，有1,292名儿童和家庭，主要是低收入和 北卡罗来纳州和宾夕法尼亚州的农村社区。观察到的情绪和应激反应的测量 在我们项目的第一阶段收集的6、15和24个月的儿童将与发育有关 执行功能(EF)和社会情绪自我调节在不同年龄段的轨迹 36个月到二年级。EF和社会情绪自我调节的发展轨迹将是 与学校的学业和社会进步的衡量标准有关。该计划项目的一个独特之处是 将早期情绪和应激反应、自我调节的发展和早期之间的关系 背景下的学校进步。我们认为，EF的发展和社会情绪自我调节将会 情绪和压力持续高涨的儿童最容易受到伤害 婴儿期和幼儿时期的反应性生活在父母教养和环境风险很高的家庭中， 从婴儿期到学龄期都很稳定。然而，我们也预计这种风险可以得到缓解。 通过学龄前和早期学校的经历促进语言发展，培养支持性 与老师的关系，并促进早期识字和数学能力。通过结合详细的评估 项目1中新出现的儿童自我调节与项目3中家庭过程的测量 本计划项目2中对儿童语言发展和早期教育背景的测量 项目提供了全面的测量广度和深度，而 单一研究的限制。

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.