Self-Regulation in Context: Developmental Processes at Home and School
Daniel Berry is an Assistant Professor in the Institute of Child Development at the University of Minnesota. Drawing from a bioecological framework, his research focuses on clarifying the experiential and psychobiological processes underlying children's self-regulation development.
Children growing up in low-income contexts often face an array of risk factors that can undermine their emerging social and cognitive skills. Notably, increasing evidence suggests that understanding the intersection of children's early experiences at home and child care may be central to clarifying these processes. In this presentation, Dr. Berry introduces a series of findings across a range of early childhood outcomes (e.g., stress physiology, executive function, social & academic skills) suggesting that children's early child care experiences may play a buffering role against the negative effects of risk experienced at home and in the broader ecology.
Household chaos and children’s cognitive and socio-emotional development in early childhood: Does childcare play a buffering role?
Berry, Daniel, et.al.
Early Childhood Research Quarterly, 34, 115-127