The development of self-regulation in early childhood is understood to be foundational for later cognitive and social development and early success in school. However, knowledge of relations among cognitive and social-emotional aspects of self-regulation in childhood and the relation of child characteristics and early experience to developing self-regulation is quite limited. Prior short-term longitudinal and cross-sectional studies have been conducted with relatively small and homogenous samples and employed a limited array of measures. To address the limitations of prior work, this competing continuation application for Project 1 of the Family Life Project program project will test a developmental psychobiological model of emeriging selfregulation in a population-based sample of 1,292 children and families in predominantly low-income and rural communities in North Carolina and Pennsylvania. Measures of observed emotion and stress reactivity collected in the first phase of our project at child ages 6, 15, and 24 months will be related to developmental trajectories for executive function (EF) and social-emotional self-regulation at time points ranging from age 36 months through the 2nd grade. Trajectories for EF and social-emotional self-regulation will then be related to measures of academic and social progress in school. A unique feature of this program project is the ability to place relations among early emotion and stress reactivity, developing self-regulation, and early school progress in context. We propose that the development of EF and social-emotional self-regulation will be most compromised in children characterized by high and sustained levels of emotional and stress reactivity during infancy and toddlerhood living in homes in which parenting and contextual risk is high and stable from infancy through the early school years. However, we also expect that this risk can be moderated by preschool and early school experiences that promote language development, foster supportive relationships with teachers, and promote early literacy and math abilities. By combining detailed assessment of emerging child self-regulation in Project 1 with the measurement of family processes in Project 3 and the measurement of child language development and the context of early schooling in Project 2, this program project provides an overall breadth and depth of measurement that could not be accomplished within the constraints of a single study.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Program Projects (P01)
Project #
5P01HD039667-09
Application #
8109376
Study Section
Special Emphasis Panel (ZHD1)
Project Start
Project End
Budget Start
2010-07-01
Budget End
2011-06-30
Support Year
9
Fiscal Year
2010
Total Cost
$455,327
Indirect Cost
Name
University of North Carolina Chapel Hill
Department
Type
DUNS #
608195277
City
Chapel Hill
State
NC
Country
United States
Zip Code
27599
McKinnon, Rachel D; Blair, Clancy; Family Life Project Investigators (2018) Does early executive function predict teacher-child relationships from kindergarten to second grade? Dev Psychol 54:2053-2066
Perry, Rosemarie E; Finegood, Eric D; Braren, Stephen H et al. (2018) Developing a neurobehavioral animal model of poverty: Drawing cross-species connections between environments of scarcity-adversity, parenting quality, and infant outcome. Dev Psychopathol :1-20
Gueron-Sela, Noa; Camerota, Marie; Willoughby, Michael T et al. (2018) Maternal depressive symptoms, mother-child interactions, and children's executive function. Dev Psychol 54:71-82
Gatzke-Kopp, Lisa M; Ram, Nilam; Lydon-Staley, David M et al. (2018) Children's Sensitivity to Cost and Reward in Decision Making Across Distinct Domains of Probability, Effort, and Delay. J Behav Decis Mak 31:12-24
Daneri, M Paula; Blair, Clancy; Kuhn, Laura J et al. (2018) Maternal Language and Child Vocabulary Mediate Relations Between Socioeconomic Status and Executive Function During Early Childhood. Child Dev :
Zvara, Bharathi J; Macfie, Jenny; Cox, Martha et al. (2018) Mother-child role confusion, child adjustment problems, and the moderating roles of child temperament and sex. Dev Psychol 54:1891-1903
Gustafsson, Hanna C; Brown, Geoffrey L; Mills-Koonce, W Roger et al. (2017) Intimate Partner Violence and Children's Attachment Representations during Middle Childhood. J Marriage Fam 79:865-878
Finegood, Eric D; Rarick, Jason R D; Blair, Clancy et al. (2017) Exploring longitudinal associations between neighborhood disadvantage and cortisol levels in early childhood. Dev Psychopathol 29:1649-1662
Finegood, Eric D; Wyman, Claire; O'Connor, Thomas G et al. (2017) Salivary cortisol and cognitive development in infants from low-income communities. Stress 20:112-121
Blair, Clancy; Berry, Daniel J; FLP Investigators (2017) Moderate within-person variability in cortisol is related to executive function in early childhood. Psychoneuroendocrinology 81:88-95

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