Kindergarten Adjustment Difficulty: The Contribution of Children's Effortful Control and Parental Control

Nathanson, Lori; Rimm‐Kaufman, Sara E.; Brock, Laura L.

doi:10.1080/10409280802571236

Cited by 26 publications

(18 citation statements)

References 55 publications

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“…The number of classrooms used in this study is small but comparable to previous studies (Cameron, Connor, & Morrison, 2005; Nathanson, Rimm-Kaufman, & Brock, 2009; Ponitz et al, 2009; Wachs et al, 2004). Additionally, classroom chaos in the sample was relatively low ( M = 2.10, SD = .53).…”

Section: Discussionsupporting

confidence: 78%

Effortful control and school adjustment: The moderating role of classroom chaos

Berger

Valiente

Eisenberg

et al. 2017

Journal of Applied Developmental Psychology

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Guided by the person by environment framework, the primary goal of this study was to determine whether classroom chaos moderated the relation between effortful control and kindergarteners’ school adjustment. Classroom observers reported on children’s (N = 301) effortful control in the fall. In the spring, teachers reported on classroom chaos and school adjustment outcomes (teacher-student relationship closeness and conflict, and school liking and avoidance). Cross-level interactions between effortful control and classroom chaos predicting school adjustment outcomes were assessed. A consistent pattern of interactions between effortful control and classroom chaos indicated that the relations between effortful control and the school adjustment outcomes were strongest in high chaos classrooms. Post-hoc analyses indicated that classroom chaos was associated with poor school adjustment when effortful control was low, suggesting that the combination of high chaos and low effortful control was associated with the poorest school outcomes.

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Section: Discussionsupporting

confidence: 78%

Effortful control and school adjustment: The moderating role of classroom chaos

Berger

Valiente

Eisenberg

et al. 2017

Journal of Applied Developmental Psychology

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show abstract

“…For student–teacher relationship subscales, extensive reliability, and validity work suggest means for the present study are slightly worse than average (i.e., less closeness, more conflict). On average, children received transition difficulty scores similar to other relatively low‐income kindergarteners ( M = 1.87; SD = 0.85; Nathanson, Rimm‐Kaufman, & Brock, ).…”

Section: Resultsmentioning

confidence: 84%

Theory of mind, directly and indirectly, facilitates kindergarten adjustment via verbal ability, executive function, and emotion knowledge

Brock

Kim

Kelly

et al. 2018

Psychology in the Schools

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Theory of mind describes the ability to engage in perspective‐taking, understand intentions, and predict actions and emotions. Theory of mind typically achieves major developmental milestones around age of 5, coinciding with the transition to kindergarten, and is associated with a verbal ability (receptive and expressive vocabulary), executive function (inhibitory control and working memory), and emotion knowledge. Less is known about how the theory of mind operates in low‐income samples, where foundational skills (i.e., verbal ability, executive function, and emotion knowledge) tend to be delayed. Applied to classrooms, the theory of mind may support the transition to kindergarten by facilitating relationships, learning‐related behaviors, and socioemotional skills that require perspective‐taking. In a low‐income sample of 140 kindergarteners across 21 classrooms, the theory of mind was directly associated with teacher‐ratings of social and emotional skills, behavioral and academic adjustment, and closeness within the teacher–child relationship, beyond the contribution of foundational skills. Moreover, verbal ability, executive function, and emotion knowledge were indirectly associated with outcomes through the theory of mind. Findings suggest the theory of mind facilitates the transition to kindergarten and is built upon a complex set of foundational skills.

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“…Children who lack control over their behavioral impulses are less able to comply with the requests of parents and teachers, and have difficulty adjusting to school (Nathanson, Rimm-Kaufman, & Brock, 2009). When measured in preschool, this skill has been associated with social, emotional, and academic competence in adolescence (Shoda, Mischel, & Peake, 1990).…”

Section: Changes In Frontal Eeg Coherence Across Infancy Predict Cognmentioning

confidence: 99%

Changes in frontal EEG coherence across infancy predict cognitive abilities at age 3: The mediating role of attentional control.

Whedon¹,

Perry²,

Calkins³

et al. 2016

Developmental Psychology

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Theoretical perspectives of cognitive development have maintained that functional integration of the prefrontal cortex across infancy underlies the emergence of attentional control and higher cognitive abilities in early childhood. To investigate these proposed relations, we tested whether functional integration of prefrontal regions across the second half of the first year predicted observed cognitive performance in early childhood indirectly through observed attentional control one year prior (N=300). Results indicated that greater change in left—but not right—frontal EEG coherence between 5- and 10-months was positively associated with attentional control, cognitive flexibility, receptive language, and behavioral inhibitory control. Specifically, a larger increase in coherence between left frontal regions was positively associated with accuracy on a visual search task at age 2; and visual search accuracy was positively associated with receptive vocabulary, performance on a set-shifting task (DCCS), and delay of gratification at age 3. Finally, the indirect effects from the change in left frontal EEG coherence to 3-year cognitive flexibility, receptive language, and behavioral inhibitory control were significant, suggesting that internally controlled attention is a mechanism through which early neural maturation influences children’s cognitive development.

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Kindergarten Adjustment Difficulty: The Contribution of Children's Effortful Control and Parental Control

Cited by 26 publications

References 55 publications

Effortful control and school adjustment: The moderating role of classroom chaos

Effortful control and school adjustment: The moderating role of classroom chaos

Theory of mind, directly and indirectly, facilitates kindergarten adjustment via verbal ability, executive function, and emotion knowledge

Changes in frontal EEG coherence across infancy predict cognitive abilities at age 3: The mediating role of attentional control.

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