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Preschool teachers' classroom behavioral socialization practices and low-income children's self-regulation skills

Resource Type: Reports & Papers
Author(s): Degol, Jessica L.; Bachman, Heather J.;
Date Issued: Q2 2015
Description: The present study examined associations between teachers' classroom behavioral socialization practices and the development of preschoolers' self-regulation skills throughout the year, as well as the moderating roles of child gender and initial self-regulation skills. The predominantly low-income sample consisted of 216 children from 68 preschool classrooms within 29 private child care centers. Findings suggest that teachers devoted very little time to whole-group classroom behavioral socialization practices. Hierarchical linear models revealed that classroom behavioral socialization time negatively predicted both spring self-regulation scores (lagged dependent variable models) and change in children's self-regulation scores from fall to spring (change score models). These patterns remained even after controlling for a variety of child, family, teacher, and classroom characteristics. Cross-level interactions indicated that the negative association between behavioral socialization time and change in self-regulation was stronger for girls than for boys. Preschoolers' initial self-regulation in the fall did not moderate the association between behavioral socialization time and self-regulation in either model. Implications for practice are discussed. (author abstract)
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Funder(s): Spencer Foundation ; University of Pittsburgh. Office of Research ; University of Pittsburgh. School of Education
Journal Title: Early Childhood Research Quarterly
Volume Number: 31
Issue Number:
Page Range: 89-100
Topics: Children & Child Development > Child Development & School Readiness > Behavior/Social & Emotional Development/Socialization

Child Care & Early Education Quality
Country: United States
ISSN: 1873-7706 Online
0885-2006 Paper
Peer Reviewed: yes
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