Examining the Predictive Relations Between Two Aspects of Self-regulation and Growth in Preschool Children’s Early Literacy Skills – Developmental Psychology

ABSTRACT There is strong evidence that self-regulatory processes are linked to early academic skills, both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique associations between 2 components of self-regulation, … [Read More] Examining the Predictive Relations Between Two Aspects of Self-regulation and Growth in Preschool Children’s Early Literacy Skills – Developmental Psychology

Most Little Learners in Preschool 15+ Hours a Week – Australian Bureau of Statistics

Media release: Almost 9 out of 10 four year olds and 2 in 10 five year olds were enrolled in a preschool program in 2016, according to a report published today by the Australian Bureau of Statistics (ABS). ABS spokesperson Michelle Marquardt reported that across the nation in 2016, there were 344,676 children aged four … [Read More] Most Little Learners in Preschool 15+ Hours a Week – Australian Bureau of Statistics

Child Routines and Self-Regulation Serially Mediate Parenting Practices and Externalizing Problems in Preschool Children – Child & Youth Care Forum

ABSTRACT Background: Studies clearly indicate that parenting practices relate to child externalizing behaviors, although the mechanisms underlying this relation are less well understood. There has been limited evaluation of child routines and self-regulation in relation to these variables, and no known studies have evaluated all of these variables simultaneously. Objective: This study examined child routines and self-regulation … [Read More] Child Routines and Self-Regulation Serially Mediate Parenting Practices and Externalizing Problems in Preschool Children – Child & Youth Care Forum

Teachers’ Emotional and Behavioral Support and Preschoolers’ Self-regulation: Relations with social and emotional skills during play – Early Education and Development

ABSTRACT Research Findings: Drawing from a Dutch sample of 113 Dutch children ([mean] age = 37 months, SD = 3.5) from 37 early care and education classrooms (19 child care centers and 18 preschools), this study examined whether the relation between classroom emotional and behavioral support and children’s observed social integration and positive mood in … [Read More] Teachers’ Emotional and Behavioral Support and Preschoolers’ Self-regulation: Relations with social and emotional skills during play – Early Education and Development

Preschool Education Australia, 2016 – Australian Bureau of Statistics

Extract KEY FINDINGS This publication presents statistics on children enrolled in and attending a preschool program across Australia in 2016. The results are compiled from data collected through the National Early Childhood Education and Care Collection. Children enrolled in and attending preschool programs are disaggregated by various classifications including state/territory, indigenous status, Remoteness Areas and … [Read More] Preschool Education Australia, 2016 – Australian Bureau of Statistics

The Role of Emotion Knowledge in the Links Between Shyness and Children’s Socio-emotional Functioning at Preschool – British Journal of Developmental Psychology

ABSTRACT The present study investigated the potential protective role of components of emotion knowledge (i.e., emotion recognition, situation knowledge) in the links between young children’s shyness and indices of socio-emotional functioning. Participants were n = 163 children (82 boys and 81 girls) aged 23-77 months ([mean] = 53.29, SD = 14.48), recruited from preschools in … [Read More] The Role of Emotion Knowledge in the Links Between Shyness and Children’s Socio-emotional Functioning at Preschool – British Journal of Developmental Psychology

NEW Journal: Journal of Self-Regulation and Regulation – Field of Focus 4 (FoF4) of Heidelberg University

The Journal of Self-regulation and Regulation is an open-access peer-reviewed online-journal serving as a potential outlet for edge-cutting interdisciplinary research on regulatory processes in individuals and organizations. It is published by the research council of Field of Focus 4 (FoF4) of Heidelberg University. The Journal of Self-Regulation and Regulation publishes two volumes per year, regular … [Read More] NEW Journal: Journal of Self-Regulation and Regulation – Field of Focus 4 (FoF4) of Heidelberg University

Executive Function in Childhood Development – A selection of articles form various sources

A selection of articles form various sources Development of Executive Function during Childhood Editorial [HTML] / Y Moriguchi, N Chevalier, PD Zelazo – Frontiers in psychology, 2016 – ncbi.nlm.nih.gov Executive function (EF) is one of the most rapidly expanding research fields in the developmental and cognitive sciences. The aim of this Research Topic is to present a broad sample of … [Read More] Executive Function in Childhood Development – A selection of articles form various sources

The Development and Validation of the Behavior and Emotion Expression Observation System to Characterize Preschoolers’ Social and Emotional Interactions – Early Education and Development

ABSTRACT Research Findings: This article describes the development and evaluation of the Behavior and Emotion Expression Observation System (BEEOS), a direct observation tool to characterize preschoolers’ social and emotion behaviors during semi-structured activities in the classroom. The BEEOS was used to observe 148 Head Start preschoolers, and questionnaires were completed by teachers and parents to … [Read More] The Development and Validation of the Behavior and Emotion Expression Observation System to Characterize Preschoolers’ Social and Emotional Interactions – Early Education and Development

5-HTTLPR Polymorphism is Linked to Neural Mechanisms of Selective Attention in Preschoolers from Lower Socioeconomic Status Backgrounds – Developmental Cognitive Neuroscience

Highlights We investigated associations between 5-HTTLPR genotypes and selective attention Lower SES children aged 3-5 completed an ERP selective attention task Children with at least one short 5-HTTLPR allele had larger ERP attention effects The short allele is linked to enhanced neural mechanisms of attention in children This lays the groundwork for gene-by-environment studies involving … [Read More] 5-HTTLPR Polymorphism is Linked to Neural Mechanisms of Selective Attention in Preschoolers from Lower Socioeconomic Status Backgrounds – Developmental Cognitive Neuroscience

Preschool: Two Years are Better Than One – Mitchell Institute

Access to a high-quality preschool program is one of the few proven strategies for lifting outcomes for all children. Evidence shows that two years of preschool has more impact than one, especially for the children most likely to be developmentally vulnerable. It is time for Australia to pursue a national commitment to ensuring all 3 … [Read More] Preschool: Two Years are Better Than One – Mitchell Institute

Preschool Children’s Negative Emotionality and Peer Acceptance: The moderating role of sleep – Social Development

ABSTRACT Preschool children’s sleep was examined as a moderator of the association between negative emotionality and both peer acceptance and peer rejection. Participants were 115 children (47 percent girls, [mean] age=4.29 years, SD=.63). Preschool teachers reported on children’s negative emotionality (anger/frustration, sadness, and fear). Sleep was measured objectively using actigraphy in the child’s home for … [Read More] Preschool Children’s Negative Emotionality and Peer Acceptance: The moderating role of sleep – Social Development

Risk Factors for Internalizing and Externalizing Problems in the Preschool Years: Systematic literature review based on the Child Behavior Checklist 1 1/2-5 – Journal of Child and Family Studies

ABSTRACT Early childhood is a common period for the onset of internalizing and externalizing problems. Many are the risk factors that contribute to the emergence of these types of problems. Literature enhances the importance of viewing the child as part of a system, in order to better understand the origin, the trajectory and the impact … [Read More] Risk Factors for Internalizing and Externalizing Problems in the Preschool Years: Systematic literature review based on the Child Behavior Checklist 1 1/2-5 – Journal of Child and Family Studies

Factor Analysis of the Preschool Behavioral and Emotional Rating Scale for children in Head Start programs – Journal of Psychoeducational Assessment

ABSTRACT Strength-based assessment of behaviors in preschool children provides evidence of emotional and behavioral skills in children, rather than focusing primarily on weaknesses identified by deficit-based assessments. The Preschool Behavioral and Emotional Rating Scales (PreBERS) is a normative assessment of emotional and behavioral strengths in preschool children. The PreBERS has well-established reliability and validity for … [Read More] Factor Analysis of the Preschool Behavioral and Emotional Rating Scale for children in Head Start programs – Journal of Psychoeducational Assessment

Subscribe to our Newsletter

Select list(s):

Follow BroCAP on Twitter

Click on a date to search archive

March 2017
M T W T F S S
« Feb    
 12345
6789101112
13141516171819
20212223242526
2728293031  

Disclaimer

Posts are for information purposes and do not constitute endorsement by the Brotherhood of St Laurence