Emotional Competence of Early Childhood Educators and Child Socio-Emotional Wellbeing

Finding a secure base: Exploring children's attachment behaviors with professional caregivers during the first months of daycare

Recent decades have seen a major rise in demand for daycare services for children aged 0 to 3 years, and this has increased research interest in the child-professional caregiver relationship at daycare centers: How does the relationship between children and their new caregivers develop over time? How long does it take for children to settle in at daycare? What variables can influence the settling-in process? These questions are all of the utmost salience and bear crucial implications for children, parents, and daycare practitioners. In this study, we set out to explore the relationship between infants and their new caregivers over the first two months in daycare, using the Professional Caregiver Attachment Diary. The study involved seven Italian daycare centres and 55 professional caregivers, who observed 148 children (M=17.8 months). The children's attachment behaviors were assessed at three time-points: when the children started attending daycare (T1), one month later (T2), and two months later (T3). We found that positive attachment behaviors (Secure and Non-Distressed) increased over time, whereas insecure behaviors (Avoidant and Resistant) decreased. Most of the change took place during the first month. Furthermore, children who had attended more daycare more regularly (with fewer days of absence) displayed fewer avoidant behaviors and a more rapid decrease in resistant behaviors than did children who were absent more frequently. The findings suggest that the PCAD may be usefully deployed to observe and analyze children while they are settling into a new daycare setting, especially in relation to their exploratory behaviors.

How the home learning environment contributes to children's social-emotional competence: A moderated mediation model

Introduction

The home learning environment is the earliest contact learning environment in early childhood development, which plays an important role in the development of children's social-emotional competence. However, previous studies have not clarified the precise mechanisms by which the home learning environment influences children's social-emotional competence. Therefore, the purpose of the study is to explore the relationship between the home learning environment and its intrinsic structure (i.e. structural family characteristics, parental beliefs and interests, and the educational processes) and children's social-emotional competence, and whether gender plays a moderating role in the relationship.

Method

The study randomly selected a sample of 443 children from 14 kindergartens in western China. The Home Learning Environment Questionnaire and the Chinese Inventory of Children's Social-emotional competence scale were used to investigate the home learning environment and social-emotional competence of these children.

Results

(1) Structural family characteristics and parental beliefs and interests both had a significant positive predictive effect on children's social-emotional competence. (2) The educational processes fully mediate between structural family characteristics, parental beliefs and interests, and children's social-emotional competence. (3) Gender moderated the effect of the home learning environment on children's social-emotional competence. Gender moderates not only the indirect effects between parental beliefs and interests and children's social-emotional competence, but also the indirect effects between structural family characteristics and children's social-emotional competence. At the same time, gender also moderated the direct effects between parental beliefs and interests and children's social-emotional competence.

Discussion

The results emphasize the crucial role of the home learning environment in the development of children's early social-emotional competence. Therefore, parents should pay attention to the home learning environment and improve their ability to create a home learning environment that promotes the positive development of children's social-emotional competence.