Chilean Family Reminiscing about Emotions and Its Relation to Children's Self-Regulation Skills

Autor/inn/en	Leyva, Diana; Nolivos, Virginia
Titel	Chilean Family Reminiscing about Emotions and Its Relation to Children's Self-Regulation Skills
Quelle	In: Early Education and Development, 26 (2015) 5-6, S.770-791 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2015.1037625
Schlagwörter	Foreign Countries; Memory; Emotional Response; Children; Self Control; Parents; Parent Child Relationship; Interpersonal Communication; Video Technology; Preschool Children; Attention; Teacher Attitudes; Preschool Teachers; Kindergarten; Communication Strategies; Intervention; Parenting Styles; Low Income Groups; Questionnaires; Language Skills; Spanish; Coding; Faculty Development; Chile (Santiago); Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Ausland; Gedächtnis; Emotionales Verhalten; Child; Kind; Kinder; Selbstbeherrschung; Eltern; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonale Kommunikation; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Aufmerksamkeit; Lehrerverhalten; Erzieher; Erzieherin; Kindergärtnerin; Kommunikationsstrategie; Fragebogen; Language skill; Sprachkompetenz; Spanisch; Codierung; Programmierung
Abstract	Research Findings: This study examined the relation between Chilean parents' narrative participatory styles (i.e., the way in which parents scaffold children's participation in conversations) and children's self-regulation skills. A total of 210 low-income Chilean parent-child dyads participated in the study. Dyads were videotaped talking about a past negative and a positive experience at the beginning of prekindergarten. Children's self-regulation skills (attention and impulse control) were assessed using teacher ratings at the beginning of prekindergarten and at the end of kindergarten. Several parents adopted an elicitor style (i.e., asked a significant number of questions) in conversations about past negative and positive experiences. Parents' elicitor style in conversations about negative but not positive experiences was predictive of gains in children's self-regulation skills (attention and impulse control) at the end of kindergarten. Practice and Policy: The findings from this study suggest that parent-child narratives about emotional experiences might be a privileged context to develop children's attention and impulse control--in particular conversations about past negative experiences. Intervention programs working with low-income Latin American parents may capitalize on these family practices to support children's self-regulation skills and, in doing so, might help children better prepare for school. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01