دورية أكاديمية
The Development of Prosocial Behaviour in Early Childhood: Contributions of Early Parenting and Self-Regulation
| العنوان: | The Development of Prosocial Behaviour in Early Childhood: Contributions of Early Parenting and Self-Regulation |
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| اللغة: | English |
| المؤلفون: | Williams, Kate E., Berthelsen, Donna |
| المصدر: | International Journal of Early Childhood. Apr 2017 49(1):73-94. |
| الإتاحة: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.comTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 22 |
| تاريخ النشر: | 2017 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| الواصفات: | Child Rearing, Parenting Styles, Self Control, Prosocial Behavior, Young Children, Emotional Response, Attention Control, Teacher Attitudes, Parent Attitudes, Early Childhood Education, Foreign Countries, Longitudinal Studies, Affective Behavior, Parent Child Relationship |
| مصطلحات جغرافية: | Australia |
| DOI: | 10.1007/s13158-017-0185-5 |
| تدمد: | 0020-7187 |
| مستخلص: | This research considers the role of parenting practices and early self-regulation, on children's prosocial behaviour when they begin school. Data for 4007 children were drawn from "Growing Up in Australia: The Longitudinal Study of Australian Children" (LSAC). The analyses explored relations between self-reported parenting practices for mothers and fathers, using scales for parenting warmth and hostility, and parent report on children's emotional and attentional regulation at 2-3 years. Teacher reports for prosocial behaviour were obtained when children were 6-7 years. Maternal and paternal non-hostile parenting and warmth made significant, indirect contributions to later prosocial development, through influencing children's early self-regulation. These findings inform understandings about the intergenerational pathways through which children's self-regulation influences prosocial skills. Responsive caregiving by parents, and by adults in early childhood education programs, supports the development of early self-regulation. This, in turn, enables children to take greater advantage of the learning opportunities afforded to them at home and in early childhood education programs. Support for early self-regulation can offset effects of child and family risk factors on children's later development. |
| Abstractor: | As Provided |
| Number of References: | 57 |
| Entry Date: | 2017 |
| رقم الانضمام: | EJ1139411 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0020-7187 |
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| DOI: | 10.1007/s13158-017-0185-5 |