Our Preliminary Findings…
This study showed that children who experience an accumulation of stress associated with having a low family income, a single parent, the occurrence of negative life events, etc. tend to have lower self-regulation. However, what mattered more was the consistency and support mothers gave their children. When mothers were consistent and appropriate in setting limits with children, supported children when they needed help with their emotions or with solving problems, and supported their children’s autonomy or independence, their children’s self-regulation increased more. This means that parents can play an important role in helping their children develop self-regulation.
Our goal in the current Project 1, 2, 3, Go! is to better understand the things parents and families can do to promote the development of self-regulation, to understand the role that stress and children’s physiological stress responses play in their development of self-regulation, social and emotional competence. We plan to follow children through the start of school, to understand the role of self-regulation, social and emotional competence in their school readiness and school success.