The bidirectional interplay between self-regulation and expressive vocabulary during toddlerhood.

The interplay between self-regulation related skills and language is well recognized in dynamic theories, but few empirical studies have tested it, especially in toddlers. The current study examines the bidirectional links between self-regulation related skills and expressive vocabulary in a longitudinal study during toddlerhood. Participants were 268 toddlers ( = 29.

Effects of a Mindfulness-Based Intervention for Teachers: a Study on Teacher and Student Outcomes.

Objectives: Teachers' stress can affect their occupational health and negatively impact classroom climate and students' well-being. This study aims to evaluate the proximal and distal effects of a mindfulness-based program, specially developed to promote teachers' social-emotional competencies (SEC), across teachers, classroom climates, and students' outcomes.

Methods: The study followed a randomized trial design with two data collection points (pretest and posttest).

Relations between child self-control, maternal relational frustration, and teacher-child conflict: a longitudinal study with children from dual-earner families.

This longitudinal study follows children from dual-earner families in 4 time-points, covering the early childhood period. We examined the influence of work-family conflict (WFC) on maternal relational frustration (RF) towards the child, and investigated the reciprocal relations among maternal RF, children's self-control (SC), and teacher-child (TC) conflict over time. Participants were 214 children (97 girls; M age = 4.

The Strengths and Difficulties Questionnaire: An examination of factorial, convergent, and discriminant validity using multitrait-multirater data.

This study examined the factorial, convergent, and discriminant validity of scores on the Strengths and Difficulties Questionnaire (SDQ), a tool for screening children's psychological adjustment. Data were collected from a community sample of 346 children (46% girls, age = 54.07 months), using teacher, mother, and father reports.

Teacher-child dependency in preschool: links with teacher-child closeness, conflict and children's effortful control.

Dependency is a scarcely investigated dimension of teacher-child (T-C) relationships that can reflect a lack of security and obstruct children's autonomous exploration in the school context. We examined the within- and cross-time associations between T-C dependency, closeness, and conflict, and children's effortful control, an ability related to children's self-regulation. Data were collected during the preschool period at two time-points (T1 and T2) 1-year apart.

Trajectories of parental engagement in early childhood among dual-earner families: Effects on child self-control.

Parental engagement in positive activities with the child may show significant variation across time, assuming a crucial influence on child development. In dual-earner families, work-family conflict can interfere with parental engagement, with negative consequences for children's behavior. The current study examined the change trajectories of mothers' and fathers' engagement in early childhood, analyzing whether these trajectories are influenced by parents' work-family conflict and whether they predict child behavioral self-control.

Classroom Interactions, Dyadic Teacher-Child Relationships, and Self-Regulation in Socially Disadvantaged Young Children.

This study examined the quality of the classroom climate and dyadic teacher-child relationships as predictors of self-regulation in a sample of socially disadvantaged preschool children (N = 206; 52 % boys). Children's self-regulation was observed in preschool at the beginning and at the end of the school year. At the middle of the preschool year, classroom observations of interactions were conducted by trained observers and teachers rated the quality of dyadic teacher-child relationships.

The quality of teacher-student interactions: associations with first graders' academic and behavioral outcomes.

The associations between the quality of teacher-student interactions and first grade academic and adaptive behavior outcomes were examined in a study of 106 Portuguese students in 64 first grade classrooms. Students' vocabulary, print concepts, math, and adaptive skills were assessed both at the end of preschool and in first grade. Classrooms were observed in the spring of first grade.