From Early Relationships to Preacademic Knowledge: A Sociocognitive Developmental Cascade to School Readiness

Autor/inn/en	Bernier, Annie; Beauchamp, Miriam H.; Cimon-Paquet, Catherine
Titel	From Early Relationships to Preacademic Knowledge: A Sociocognitive Developmental Cascade to School Readiness
Quelle	In: Child Development, 91 (2020) 1, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13160
Schlagwörter	Mothers; Parent Child Relationship; Attachment Behavior; School Readiness; Executive Function; Prosocial Behavior; Toddlers; Preschool Children; Kindergarten; Cognitive Ability; Interpersonal Competence + Suchen Sie Ihr Suchwort? Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Attachment; Bindungsverhalten; Readiness for school; School ability; Schulreife; Infant; Infants; Toddler; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Denkfähigkeit; Interpersonale Kompetenz
Abstract	This study aimed to test a four-wave sequential mediation model linking mother-child attachment to children's school readiness through child executive functioning (EF) and prosociality in toddlerhood and the preschool years. Mother-child attachment security was assessed when children (N = 255) were aged 15 months and 2 years, child EF at age 2, prosocial behavior at age 4, and finally cognitive school readiness in kindergarten (age 6). The results revealed three indirect pathways linking attachment to school readiness: one through EF only, one through prosocial behavior only, and a last pathway involving both EF and prosocial behavior serially. These findings suggest that secure attachment may equip children with both cognitive and social skills that are instrumental to their preparedness for school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01