Chris Payne

Affect dysregulation in the mother-child relationship in the toddler years: Antecedents and consequences

The purpose of this study was to examine child, maternal, and family antecedents of childrens early affect dysregulation within the mother-child relationship and later cognitive and socioemotional correlates of affect dysregulation. Childrens affect dysregulation at 24 and 36 months was defined in the context of mother-child interactions in semistructured play and toy cleanup. Dyads were classified as dysregulated at each age based on high negative affect. Affect dysregulation was associated with less maternal sensitivity and stimulation, more maternal depressive symptoms, and lower family income over the first 36 months of life. Children with early negative mood, lower Bayley Mental Development Index scores and insecure-avoidant (15 months) or insecure-resistant attachment classifications (36 months) were more likely to be in an affect-dysregulated group. Controlling for family and child variables, affect-dysregulated children had more problematic cognitive, social, and behavioral outcomes at 54 months, kindergarten, and first grade. The findings are discussed in terms of the early role played by parents in assisting children with affect regulation, the reciprocal nature of parent-child interactions, and the contribution of affect regulation to childrens later cognitive, social, and behavioral competence.

Does class size in first grade relate to children's academic and social performance or observed classroom processes?

This study evaluated the extent to which first-grade class size predicted child outcomes and observed classroom processes for 651 children (in separate classrooms). Analyses examined observed child-adult ratios and teacher-reported class sizes. Smaller classrooms showed higher quality instructional and emotional support, although children were somewhat less likely to be engaged. Teachers in smaller classes rated typical children in those classes as more socially skilled and as showing less externalizing behavior and reported more closeness toward them. Children in smaller classes performed better on literacy skills. Larger classrooms showed more group activities directed by the teacher, teachers and children interacted more often, and children were more often engaged. Lower class sizes were not of more benefit (or harm) as a function of the childs family income. First-grade class size in the range typical of present-day classrooms in the United States predicts classroom social and instructional processes as well as relative changes in social and literacy outcomes from kindergarten to first grade.

Maternal Sensitivity and Child Wariness in the Transition to Kindergarten

Objective. This study tested maternal sensitivity as a moderator of the stability of wary behavior between 15 months and the transition to school. Design. Observational data from 15-month-old children and their mothers, kindergarten teacher reports, and maternal reports during the transition to kindergarten from 215 children from 3 sites (North Carolina, Virginia, and Arkansas) of the National Institute of Child Health and Human Development (NICHD; 1994), Study of Early Child Care are used. Results. Findings indicate significant stability of inhibition from 15 months to the transition to kindergarten and a significant interaction between maternal sensitivity and 15-month wariness in predicting inhibition in the transition to kindergarten. Among children who displayed wariness at 15 months, greater maternal sensitivity was associated with less inhibition during the transition to kindergarten. For children who did not display wariness at 15 months, there was no relation between maternal sensitivity and inhibition in the transition to kindergarten. Conclusions. These findings suggest moderate stability of this early temperamental characteristic and point to the importance of responsive parenting in its modification.

Measuring negative emotionality using the infant behavior questionnaire-revised very short form in a low income, diverse sample

Infant temperament, particularly negative emotionality, is a frequently studied construct in infancy given its links with later child outcomes and family functioning. For example, heightened negative emotionality in infancy is associated with later problem behaviors in young children such as internalizing and externalizing symptoms (Rothbart & Bates, 2006). In addition, infant negative emotionality is associated with greater parenting stress, depression, and marital difficulties, and with less sensitive parental behavior particularly when other risks are present (Crockenberg & Leerkes, 2003). Therefore, it is important to adequately measure negative emotionality early in life. Negative emotionality has been described as a dimension of temperament that includes the frequency and intensity with which infants experience emotions such as sadness, frustration/anger, fear, and discomfort (Rothbart & Bates, 2006).

Nonstandard maternal work schedules and infant mental health in impoverished families: A brief report.

Guided by a bioecological model, this study examines variability in infant mental health by maternal work schedule in the context of poverty. More time in irregular work schedules, but not fixed night/evening schedules, predicts maternal depression and subsequent behavior problems in infants.