Previously institutionalized toddlers’ social and emotional competence and kindergarten adjustment: Indirect effects through executive function.
Citations Over TimeTop 14% of 2023 papers
Abstract
Longitudinal multimethod data across three time points were examined to explore the associations between previously institutionalized toddlers' (N = 71; 59% female) socioemotional skills (Time Point 1: 18 months to 3-years-old), executive functioning (i.e., attention, working memory, inhibitory control) in the preschool years (Time Point 2: 2-4-years-old), and adjustment in kindergarten (5-6-years-old). Children were from multiple regions (35% Eastern European, 31% Southeast Asian, 25% African, and 9% Latin American), and 90% of adoptive parents were White from the Midwestern United States. Socioemotional competency at Time Point 1 was associated with fewer attention problems and greater inhibitory control at Time Point 2, which were subsequently associated with more observed social competence, greater observed classroom competence, and less teacher-reported teacher-child conflict in kindergarten. Indirect effects from socioemotional competencies in toddlerhood to kindergarten adjustment via executive functioning during the preschool period emerged. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
Related Papers
- → Development of a socioemotional wealth importance (SEWi) scale for family firm research(2016)343 cited
- → Socioemotional wealth preservation in family firms(2016)85 cited
- → Language and socioemotional development in early childhood: The role of conversational turns(2021)33 cited
- → Socioemotional skills between 12 and 30 months of age on Chilean children: When do the competences of adults matter?(2017)21 cited
- IS THERE A SOCIOEMOTIONAL PARADOX IN FAMILY FIRMS? AN EXPERIMENTAL EXAMINATION OF THE THEORETICAL TENSIONS BETWEEN FAMILY FIRM MEMBERS’ SOCIOEMOTIONAL WEALTH AND SOCIOEMOTIONAL SELECTIVITY (SUMMARY)(2015)