2-129 - Caregiver-child Interactions: Associations with Physiological Processes and Self-Regulation in Children

Session Type: Paper Symposium

Integrative Statement

There are several studies linking the quality of the caregiver-child interactions with child’s self-regulation (Hamre et al., 2014; Harmeyer et al., 2016). Some authors suggest that certain physiological processes, such as stress, might explain these associations (Ursache, Blair, & Raver, 2012). Nevertheless, more research in this area is needed on the range of experiences that parents, teachers, and children may experience around the globe, as well as the various ways that stress plays a role for both caregivers and children. This symposium has two main goals: to broaden the evidence about which types of interactions favor and compromise self-regulation in preschoolers, and to contribute to the discussion on the role that physiological factors play in these processes.
The symposium includes three studies with culturally diverse samples, with two conducted in the U.S. and the third one in Colombia. The first paper focuses on parents’ experiences with racial microaggressions and stress associated with those experiences, and it examines links to children’s self-regulation and sleep problems. The second paper analyzes the associations between the quality of teacher-child interactions with children’s cortisol levels and self-regulation. The third paper analyzes how children’s cortisol levels moderate the association between the quality of teacher-child interactions and children’s self-regulation trajectories. Collectively, these studies show how caregiver-child interactions predict self-regulation in a variety of contexts. A senior research scientist with expertise on children’s self-regulation, families, school adjustment, and intervention programs will discuss the papers. They will help us reflect on implications for family engagement and teachers’ professional development.

Sub Unit

• Education, Schooling

Chair

• Tatiana Plata-Caviedes, Universidad de Los Andes

Discussant

• Katherine C. Pears, Oregon Social Learning Center

Individual Presentations

• Microaggressions, Parenting, and Preschoolers’ Development in a Diverse Context - Non-Presenting Author: Zahra Naqi, Loyola University Chicago; Non-Presenting Author: Kelsey Johnson-Davis, Loyola University Chicago; Presenting Author: Christine Li-Grining, Loyola University Chicago

• Children’s Self-regulation and Activity in the Stress Response System Within Preschool Classrooms - Presenting Author: Bridget E Hatfield, Oregon State University; Non-Presenting Author: Hillary Lewis, Oregon State University; Non-Presenting Author: Jennifer Finders, Purdue University

• Teacher-child Interactions and Children’s Self-regulation: The Moderating Role of Stress - Presenting Author: Tatiana Plata-Caviedes, Universidad de Los Andes; Non-Presenting Author: Carolina Maldonado-Carreno, Universidad de Los Andes