The Relationship between Children's Emotional and Cognitive Self-Regulation at 2 to 3 Years and Prosocial Behavior in the Early Years of School
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서지정보
ㆍ발행기관 : 환태평양유아교육연구학회
ㆍ수록지정보 : Asia-Pacific journal of research in early childhood education
ㆍ저자명 : Donna Berthelsen, Kate Williams
ㆍ저자명 : Donna Berthelsen, Kate Williams
목차
IntroductionThe development of self-regulation
Empathic and prosocial behavior
Links between self-regulation and empathic behaviors
The present study
Method
Sample selection
한국어 초록
This study used data from Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC) toinvestigate how parent report of children’s emotional and cognitive regulation at age 2-3 years was associated withteacher ratings of children’s prosocial behaviors in the early years of school. A sample of 2,392 children was drawnfrom the LSAC Birth Cohort for the analyses. The analyses used structural equation modeling to estimate parametersof the relationships between key variables. Within the model, estimates of mother-reported emotional and cognitiveregulation at age 2 to 3 years were significantly associated with teacher-reported prosocial behavior at 6 to 7 years.Emotional regulation was a slightly stronger indicator of prosocial behavior than cognitive regulation. Being femaleand from a family with a higher socioeconomic position were also associated with higher levels of prosocial behavior.Results are discussed in relation to the role of early childhood teachers in fostering children’s self-regulatorybehaviors and in providing environments in which empathic and prosocial behaviors are modeled, guided, andscaffolded so that foundations are laid for caring behaviors to be understood and internalized by children.영어 초록
This study used data from Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC) toinvestigate how parent report of children’s emotional and cognitive regulation at age 2-3 years was associated with
teacher ratings of children’s prosocial behaviors in the early years of school. A sample of 2,392 children was drawn
from the LSAC Birth Cohort for the analyses. The analyses used structural equation modeling to estimate parameters
of the relationships between key variables. Within the model, estimates of mother-reported emotional and cognitive
regulation at age 2 to 3 years were significantly associated with teacher-reported prosocial behavior at 6 to 7 years.
Emotional regulation was a slightly stronger indicator of prosocial behavior than cognitive regulation. Being female
and from a family with a higher socioeconomic position were also associated with higher levels of prosocial behavior.
Results are discussed in relation to the role of early childhood teachers in fostering children’s self-regulatory
behaviors and in providing environments in which empathic and prosocial behaviors are modeled, guided, and
scaffolded so that foundations are laid for caring behaviors to be understood and internalized by children.
참고 자료
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