The relationship between children's emotional and cognitive self-regulation at 2 to 3 years and prosocial behavior in the early years of school

Berthelsen, Donna C. & Williams, Kate Elizabeth (2013) The relationship between children's emotional and cognitive self-regulation at 2 to 3 years and prosocial behavior in the early years of school. In Proceedings of the 14th Annual Conference of the Pacific Early Childhood Education Research Association: Empowering Children's Empathy via Early Childhood Education, Ewha Womans University and Educational Research Institute, Ewha Womans University, Seoul. (In Press)

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Abstract

This study used data from Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC) to investigate 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.

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ID Code: 61564
Item Type: Conference Paper
Refereed: No
Keywords: self-regulation, empathy, prosocial, early childhood, LSAC
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)
Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100) > Developmental Psychology and Ageing (170102)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood
Copyright Owner: Copyright 2013 [please consult the author]
Deposited On: 29 Jul 2013 22:30
Last Modified: 02 Feb 2015 04:48

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