Developmental Patterns of Behavioural Self-Regulation and Peer Relations in Early Childhood

• In Event: Poster Session 01
  In Poster Session: PS 01 Topic - Social Relationships

Abstract

Rationale: Through early peer interactions and play, young children are provided opportunities to practice behavioural self-regulation, which involves the ability to integrate working memory, attentional flexibility, and inhibitory control (Kochanska, Coy, & Murray, 2001; McClelland, Cameron, Wanless, & Murray, 2007; Ponitz et al., 2008). While behavioural self-regulation improves, on average, across early childhood, there may be heterogeneity in the developmental patterns of behavioural self-regulation, with children’s early peer relations acting as predictors of these patterns (Lin, Lawrence, & Gorrell, 2003; McClelland et al., 2007; Ponitz et al., 2008; Wanless, McClelland, Tominey, & Acock, 2011). Children who are accepted by their peers and are more sociable may have many opportunities to relate with peers, and thus have more chances to practice self-regulating their behaviour (Coplan & Arbeau, 2009). In contrast, children who are victimized by their peers or experience frequent peer conflict may have fewer opportunities to relate with peers, leading to fewer opportunities to practice behavioural self-regulation (Hay, 2005). The purpose of the current study was to examine: 1) distinct patterns of change in behavioural self-regulation in early childhood; and 2) whether dimensions of peer relations predict these patterns. Method: The study included 443 children assessed in the fall and spring of preschool and kindergarten, totaling four waves of assessment. Children’s behavioural self-regulation was assessed at all waves by a behavioural assessment that measured children’s ability to follow instructions and inhibit prepotent responses (Ponitz et al., 2008). Children’s peer relations were assessed at the fall of preschool by teacher-report (acceptance, victimization; Crick, Casas, & Mosher, 1997) and by observations of each child’s peer interactions in their classroom (sociability, conflict; Downer, Booren, Hamre, Pianta, & Williford, 2012). Results: Growth mixture modeling (Muthén & Muthén, 2017) identified five distinct patterns of behavioural self-regulation: advanced, early, moderate, typical, and late developers. Children who experienced greater peer acceptance and less peer conflict were more likely to demonstrate consistently competent behavioural self-regulation (advanced developers) relative to children who showed improving (early, moderate, typical developers) or consistently limited (late developers) patterns. In comparison to advanced developers, children who experienced greater peer victimization were more likely to be classified as moderate developers, while children who experienced poorer peer sociability were more likely to be classified as late developers. Children who experienced less peer victimization and greater peer sociability were more likely to be classified as typical developers compared to advanced developers. Conclusions & Implications: The current study identified distinct developmental patterns of children’s behavioural self-regulation and found that many children are still developing this competency in preschool and kindergarten, with some showing sustained difficulty. Findings further suggest that early peer relations predict the distinct patterns of behavioural self-regulation. Fostering peer acceptance and conflict resolution at entry to preschool may be especially important for children struggling with self-regulating their behaviours to match classroom expectations (Savina, 2014). Children who are overly regulated, especially in their social behaviours, may also benefit from structured social opportunities and classroom sessions dedicated to learning about social skills (Coplan, Schneider, Matheson, & Graham, 2010).

Authors

• Brenna Zatto, University of Alberta
  Presenting Author

• Kenda Burke, University of Alberta
  Non-Presenting Author

• Kristyn Gannon, University of Alberta
  Non-Presenting Author

• Wendy L G Hoglund, University of Alberta
  Non-Presenting Author