Developmental Pathways to Early Childhood Self-Regulation: Exploring the Predictive Roles of Parenting Dimensions, Parental Stress, and Child Temperament

This study explores self-regulation development in early childhood and investigates several child- and family-level factors that may contribute to this process. Self-regulation has been affirmed in previous literature to be a foundational skillset that optimizes children’s outcomes across academic, social, and emotional domains (McClelland et. al., 2010). Because self-regulation is multifaceted, its development is shaped by the interplay of biological characteristics and environmental influences. Drawing on Relational Developmental Systems Theory as well as the Tripartite Model of Familial Influence, the current study examined how child temperament, parental stress, and parenting behaviors were longitudinally associated with children’s self-regulation at 36 months. Using secondary longitudinal data from the Brain and Early Experience Study, the analyses explored associations between these factors and children’s regulatory behavior in early childhood. Results indicated that higher levels of negative parenting were associated with differences in children’s self-regulatory behavior, although these associations varied depending on the measure of regulation and broader contextual factors such as maternal education. Findings highlight the need for further investigation into the complex systems of influence that contribute to the development of self-regulation.