Individual differences in preschool entry behavior☆
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Cited by (86)
Parental gentle encouragement promotes shy toddlers’ regulation in social contexts
2019, Journal of Experimental Child PsychologyCitation Excerpt :Basal RSA and RSA change in response to changes in the environment are thought to index an individual’s capacity for emotion regulation (Porges, 2007). Although findings linking RSA and child adjustment are somewhat mixed (e.g., Cho & Buss, 2017; Hastings & De, 2008; Hastings, Sullivan, et al., 2008), several studies have found that basal RSA or greater RSA suppression during emotionally or cognitively demanding tasks was positively associated with observed emotion regulation (Blandon, Calkins, Keane, & O’Brien, 2010; Calkins, 1997), sociable behavior (Fox, 1989; Henderson, Marshall, Fox, & Rubin, 2004), and social skills (Calkins & Keane, 2004) and was negatively associated with social reticence (Rubin, Hastings, Stewart, Henderson, & Chen, 1997) and solitary behavior (Fox & Field, 1989). High basal RSA may be particularly beneficial among children who are socially wary or inhibited during toddlerhood (Smith, Hastings, Henderson, & Rubin, 2019) and early childhood (Hastings, Kahle, & Nuselovici, 2014), lessening risk for later anxiety and social reticence.
Toddlers' transition to out-of-home day care: Settling into a new care environment
2012, Infant Behavior and DevelopmentCitation Excerpt :Research on young children's transition processes suggests that with increased time in care provisions, children become more engaged. Six weeks after entry, preschoolers have been observed to be more sociable and peer oriented and increasingly active – both verbally and physically (Feldbaum et al., 1980; Fox & Field, 1989; McGrew, 1972). This is also true for younger children; with increased time in day care, toddlers also show more positive and less negative affect, more activity and interest, and more peer contact, even though they have less contact and comforting from adults than they did upon entry into childcare (Fein et al., 1993).
Shyness trajectories in slow-to-warm-up infants: Relations with child sex and maternal parenting
2012, Journal of Applied Developmental PsychologyCitation Excerpt :Because of these differences, slow-to-warm-up infants may be at even higher risk for shyness than difficult infants. For example, research suggests that young children with low activity levels adapt to novel social situations, such as attending preschool for the first time, more slowly than young children with high activity levels (Fox & Field, 1989). Slow-to-warm-up temperament is often considered to be simply a more moderate variant of difficult temperament.
Disinhibited behaviors in young children: Relations with impulsivity and autonomic psychophysiology
2011, Biological PsychologyCitation Excerpt :Thus, the polyvagal theory predicts that emotion regulation and social affiliation are an outcome of the regulatory functions of the smart vagus. Consistent with this notion, high resting RSA has been linked to appropriate emotional reactivity (Stifter and Fox, 1990), children's social engagement (Fox and Field, 1989), social competence (Eisenberg et al., 1995), and enhanced attentional ability (Suess et al., 1994). Several studies have linked high RSA in newborns with positive developmental outcomes, suggesting that high RSA is an important physiological marker of appropriate engagement with the environment (Hofheimer et al., 1995).
Emotional reactivity and the association between psychopathy-linked narcissism and aggression in detained adolescent boys
2013, Development and PsychopathologyHow can the study of physiological reactivity contribute to our understanding of adversity and resilience processes in development?
2012, Development and Psychopathology
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This research was supported, in part by a grant from the National Science Foundation (BNS 8317229) and from the National Institute of Health (HD 17899) to Nathan A. Fox and an NIMH Research Scientist Development Award (#MH00331) to Tiffany Field.
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The authors would like to thank the staff and children of the Center for Young Children, College of Education, University of Maryland, Stephen W. Porges, for assistance in data reduction and analysis of the autonomic data, and Anne Leubering for assistance with data analysis.