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. 2023 Mar 10;20(6):4867.
doi: 10.3390/ijerph20064867.

The Relationship of Parent Support and Child Emotional Regulation to School Readiness

Mei-Ling Lin  1 , Richard A Faldowski  2
Affiliations

The Relationship of Parent Support and Child Emotional Regulation to School Readiness

Mei-Ling Lin et al. Int J Environ Res Public Health. .

Abstract

Using data from the longitudinal Early Head Start Research and Evaluation Project that were obtained when children were 14 through 60 months old, this study aims to explore the transactional effects between parent supportiveness and child emotion regulations skills. An autoregressive model with cross-lagged paths was utilized to examine the developmental trajectories of parent supportiveness and child emotion regulation, the directions of transactional relationships between them, and the transactional effects on the prediction of child cognitive school readiness. Significant autoregressive effects were found in both parent supportiveness and child emotion regulation trajectories. Significant concurrent and longitudinal transactional effects between these two processes were documented. The effects of child emotion regulation, parent supportiveness, and their transactional effects significantly predicted cognitive school readiness. This study exemplifies the use of archival longitudinal data to move beyond current unidirectional empirical understandings of child early psychosocial development toward more integrated perspectives. Equally important, the results provide critical insights for the timing of interventions as well as the involvement of parents in early intervention programs that early childhood educators and family services providers can benefit from.

Keywords: Early Head Start Research and Evaluation Project; emotional regulation; parent supportiveness; school readiness.

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Conflict of interest statement

The authors declare no conflict of interest.

Figures

Figure 1
Figure 1
A hypothesized generalized autoregressive model for two series of repeated measures, including cross-lagged effects between predictors and a distal outcome.
Figure 2
Figure 2
A final generalized autoregressive model for repeated measures of parent supportiveness and child emotion regulation with cross-lagged effects and a distal outcome. *** p ≤ 0.001.
See this image and copyright information in PMC

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