From early relationships to preacademic knowledge : a socio-cognitive developmental cascade to school readiness
dc.contributor.author | Bernier, Annie | |
dc.contributor.author | Beauchamp, Miriam | |
dc.contributor.author | Cimon-Paquet, Catherine | |
dc.date.accessioned | 2019-05-23T13:49:22Z | |
dc.date.available | MONTHS_WITHHELD:12 | fr |
dc.date.available | 2019-05-23T13:49:22Z | |
dc.date.issued | 2018-10-08 | |
dc.identifier.uri | http://hdl.handle.net/1866/21927 | |
dc.publisher | Wiley | fr |
dc.subject | School readiness | fr |
dc.subject | Attachment | fr |
dc.subject | Serial mediation | fr |
dc.subject | Executive functioning | fr |
dc.subject | Prosocial behavior | fr |
dc.title | From early relationships to preacademic knowledge : a socio-cognitive developmental cascade to school readiness | fr |
dc.type | Article | fr |
dc.contributor.affiliation | Université de Montréal. Faculté des arts et des sciences. Département de psychologie | fr |
dc.identifier.doi | 10.1111/cdev.13160 | |
dcterms.abstract | This study aimed to test a four-wave sequential mediation model linking mother–child attachment to children’s school readiness through child executive functioning (EF) and prosociality in toddlerhood and the preschool years. Mother–child attachment security was assessed when children (N = 255) were aged 15 months and 2 years, child EF at age 2, prosocial behavior at age 4, and finally cognitive school readiness in kindergarten (age 6). The results revealed three indirect pathways linking attachment to school readiness: one through EF only, one through prosocial behavior only, and a last pathway involving both EF and prosocial behavior serially. These findings suggest that secure attachment may equip children with both cognitive and social skills that are instrumental to their preparedness for school. | fr |
dcterms.isPartOf | urn:ISSN:0009-3920 | fr |
dcterms.isPartOf | urn:ISSN:1467-8624 | fr |
dcterms.language | eng | fr |
UdeM.ReferenceFournieParDeposant | Bernier, A., Beauchamp, M.H., & Cimon-Paquet, C. (2018). From early relationships to pre-academic knowledge: A socio-cognitive developmental cascade to school readiness. Child Development. DOI:10.1111/cdev.13160 | fr |
UdeM.VersionRioxx | Version acceptée / Accepted Manuscript | fr |
oaire.citationTitle | Child development | |
oaire.citationVolume | 91 | |
oaire.citationIssue | 1 | |
oaire.citationStartPage | e134 | |
oaire.citationEndPage | e145 |
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