Problem:
Children learn self-regulation skills, or the ability to regulate emotions and attention, early in development. These skills enable children to interpret and problem-solve routine social, emotional, and cognitive experiences with others ( Sameroff, 2010; Williams & Berthelsen, 2017 ). Self-regulation in early stages is foundational for a variety of later developmental milestones and domains, including social skills, problem solving, language, and relationship development ( Fanti & Henrich, 2010; Karreman et al., 2006; Valcan et al., 2018 ). Over the past decade, there has been growing recognition that the development of self-regulation in early childhood is instrumental in supporting positive life course outcomes well into adulthood ( Bates et al., 2020; Moffitt et al., 2011 ). Further, the process of learning to self-regulate is influenced by genetics, relationships, and experiences ( Blair & Raver, 2015; Bridgett et al., 2018 ). In particular, relationships and experiences with parents provide one of the earliest contexts for self-regulation skill development. Parenting behavior is one of the most persistent external influences on a child's health, behavior, and developmental outcomes ( S. Baker et al., 2019; Morawska & Mitchell, 2018 ). Children respond to their home environment, including parenting practices, over time; such responses include learning to regulate their own behavioral and emotional reactions (Barnett & Scaramella, 2017; Williams & Berthelsen, 2017). Need Assignment Help?