Pathways to Low-Income Children's Self-Regulation: Child Temperament and the Qualities of Teacher-Child Relationships
| Title: | Pathways to Low-Income Children's Self-Regulation: Child Temperament and the Qualities of Teacher-Child Relationships |
|---|---|
| Language: | English |
| Authors: | Acar, Ibrahim H. (ORCID |
| Source: | Early Education and Development. 2021 32(8):1103-1121. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Low Income Students, Personality Traits, Self Control, Teacher Student Relationship, Correlation, Conflict, Student Characteristics, Self Management, Disadvantaged Youth, Preschool Education, Preschool Children |
| Assessment and Survey Identifiers: | Student Teacher Relationship Scale |
| DOI: | 10.1080/10409289.2020.1830465 |
| ISSN: | 1040-9289 |
| Abstract: | Research Findings: We examined low-income children's temperament (regulatory and reactive) as a predictor of their self-regulation, and teacher-child relationship (closeness and conflict) as a moderator of associations between child temperament and self-regulation. This study involved 291 children (132 girls) (Mage = 53.88 months, SD = 6.44 months) from three EduCare programs. Parents reported on children's temperament and teachers reported on qualities of teacher-child relationships during fall. Direct assessments of self-regulation were conducted during the following spring and summer. Hierarchical regression models using SAS PROCMIXED were employed to account for nesting of children within classrooms. Bivariate analyses revealed that teacher-child closeness was positively associated with children's self-regulation, and teacher-child conflict was inversely associated with children's self-regulation. After controlling for demographic variables, regression analyses showed that higher levels of conflict combined with lower temperamental regulation was related to lower self-regulation. Lower levels of child temperamental regulation was related to higher self-regulation when teacher-child conflict was low. Practice and Policy: Findings suggest that reducing conflictual teacher-child conflict could be beneficial for children's self-regulation, particularly for children with low regulatory temperament. A focus on enhancing teacher self-regulation, for example, through mindfulness practices, is a promising approach to reducing teacher-child conflict. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1312397 |
| Database: | ERIC |
| ISSN: | 1040-9289 |
|---|---|
| DOI: | 10.1080/10409289.2020.1830465 |
| Published in: | Early Education and Development |
| Language: | English |