Description:
This project seeks to examine the parenting practices in toddlerhood and teaching practices in preschool that support the development of low-income Latino children's self-regulation. Despite broad consensus in the literature that self-regulation positively supports early academic achievement, little prior research has uncovered the strategies that support self-regulation development in Latino children growing up in poverty. Grounded in a theoretical framework that recognizes heterogeneity within the Latino experience, the project will examine relations between adult practices and child self-regulation, focusing on whether the strength of these relations varies by demographic and child characteristics.
Resource Type:
Administration for Children and Families/OPRE Projects
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