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The Development of Prosocial Behaviour in Early Childhood: Contributions of Early Parenting and Self-Regulation

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Abstract

This research considers the role of parenting practices and early self-regulation, on children’s prosocial behaviour when they begin school. Data for 4007 children were drawn from Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC). The analyses explored relations between self-reported parenting practices for mothers and fathers, using scales for parenting warmth and hostility, and parent report on children’s emotional and attentional regulation at 2–3 years. Teacher reports for prosocial behaviour were obtained when children were 6–7 years. Maternal and paternal non-hostile parenting and warmth made significant, indirect contributions to later prosocial development, through influencing children’s early self-regulation. These findings inform understandings about the intergenerational pathways through which children’s self-regulation influences prosocial skills. Responsive caregiving by parents, and by adults in early childhood education programs, supports the development of early self-regulation. This, in turn, enables children to take greater advantage of the learning opportunities afforded to them at home and in early childhood education programs. Support for early self-regulation can offset effects of child and family risk factors on children’s later development.

Résumé

Cette recherche examine le rôle des pratiques parentales et l’autorégulation en bas âge, sur le comportement prosocial des enfants lorsqu’ils commencent l’école. Les données pour 4007 enfants ont été tirées de Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC). (Grandir en Australie : L’Étude longitudinale des enfants australiens). Les analyses explorent les relations entre les pratiques parentales auto rapportées par les mères et les pères, à l’aide d’échelles sur la chaleur et l’hostilité parentales, et la régulation émotionnelle et attentionnelle des enfants à 2–3 ans, rapportée par le parent. Les rapports de l’enseignant sur le comportement prosocial ont été obtenus lorsque les enfants avaient 6–7 ans. Le parentage maternel et paternel non-hostile et chaleureux contribue significativement, indirectement au développement prosocial futur, en influençant l’autorégulation chez les jeunes enfants. Ces résultats éclairent la compréhension des pistes intergénérationnelles à travers lesquelles l’autorégulation des enfants influe sur les habiletés prosociales. Des soins attentionnés prodigués par les parents, et par les adultes en éducation de la petite enfance, soutiennent le développement de l’autorégulation en bas âge. Ceci, à son tour, permet aux enfants de profiter davantage des possibilités d’apprentissage qui leur sont offertes à la maison et dans les programmes d’éducation de la petite enfance. Le soutien à l’autorégulation en bas âge peut compenser les effets des facteurs de risque familiaux sur le développement ultérieur de l’enfant.

Resumen

Esta investigación considera el rol de las prácticas de crianza y la auto regulación temprana en el comportamiento pro-social de los niños cuando comienzan la escuela. Los datos de 4.007 niños fueron extraídos de Creciendo en Australia: El Estudio Longitudinal de Niños Australianos (LSAC, por sus siglas en inglés). El análisis exploró las relaciones entre prácticas auto-reportadas de madres y padres, utilizando escalas de crianza de calidez y hostilidad, y reportes de los padres sobre la regulación emocional y atencional de los niños a los 2–3 años. Los reportes sobre comportamientos pro-sociales de los maestros fueron obtenidos cuando los niños tenían 6–7 años. La crianza maternal y paternal no hostil y cálida fue significante, con contribuciones indirectas al desarrollo tardío pro-social a través de la influencia en la auto regulación temprana de los niños y niñas. Estos hallazgos informaron entendimientos acerca de los caminos inter generacionales a través de los cuales la auto regulación de los niños influenció aptitudes pro-sociales. El cuidado sensible de padres y adultos en los centros de educación temprana apoya el desarrollo de la auto regulación temprana. Esto, a su vez, permite a los niños tomar mayores ventajas de las oportunidades de aprendizaje entregadas a ellos en el hogar y en programas de educación temprana para niños. Apoyar la auto regulación temprana puede compensar los efectos de los factores de riesgo de los niños y sus familias en el desarrollo posterior de niños y niñas.

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Acknowledgements

This paper uses unit record data from Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC). The study is conducted in partnership between the Department of Social Services (DSS), the Australian Institute of Family Studies (AIFS), and the Australian Bureau of Statistics (ABS). The findings and views reported in this paper are those of the authors and should not be attributed to DSS, AIFS, or the ABS.

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  1. School of Early Childhood, Queensland University of Technology, Victoria Park Road, Kelvin Grove, QLD, 4059, Australia

    Kate E. Williams & Donna Berthelsen

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  1. Kate E. Williams
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  2. Donna Berthelsen
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Correspondence to Kate E. Williams.

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Williams, K.E., Berthelsen, D. The Development of Prosocial Behaviour in Early Childhood: Contributions of Early Parenting and Self-Regulation. IJEC 49, 73–94 (2017). https://doi.org/10.1007/s13158-017-0185-5

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