Self-regulation as a correlate of weight status in preschool children – Early Child Development and Care

ABSTRACT The primary aim of this study was to examine associations between executive functioning (EF) and child weight status (categorized from body mass index [BMI] percentiles) in a sample of preschool children. Participants included 80 preschool children (mean age?=?4.17 years, female?=?52%). Hierarchical regression analyses as well as analysis of covariance were used to test hypotheses. … [Read More] Self-regulation as a correlate of weight status in preschool children – Early Child Development and Care

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

The Interplay of Maternal Sensitivity and Toddler Engagement of Mother in Predicting Self-regulation – Developmental Psychology

ABSTRACT Using data from the Early Head Start Research and Evaluation Project, a cross-lag mediation model was tested to examine longitudinal relations among low-income mothers’ sensitivity; toddlers’ engagement of their mothers; and toddler’s self-regulation at ages 1, 2, and 3 years (N = 2,958). Age 1 maternal sensitivity predicted self-regulation at ages 2 and 3 … [Read More] The Interplay of Maternal Sensitivity and Toddler Engagement of Mother in Predicting Self-regulation – Developmental Psychology

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

Relations between Executive Function, Behavioral Regulation, and Achievement: Moderation by family income – Journal of Applied Developmental Psychology

Highlights Similar relations between EF tasks and behavioral regulation by family income EF and behavioral regulation were significantly related to academic achievement Inhibitory control and achievement were less related for Head Start versus others Few differences between EF, behavioral regulation, and achievement by family income ABSTRACT Children’s executive function (EF) and behavioral regulation skills are … [Read More] Relations between Executive Function, Behavioral Regulation, and Achievement: Moderation by family income – Journal of Applied Developmental Psychology

How Effectively does the Full-day, Play-based Kindergarten Programme in Ontario Promote Self-regulation, Literacy, and Numeracy? – Early Child Development And Care

ABSTRACT This study investigated the effectiveness of the Full-Day Early Learning Kindergarten (FDELK) programme, which integrates play-based learning and team teaching, in promoting 32,027 kindergarteners’ self-regulation (SR), literacy, and numeracy outcomes. Outcome measures derived from teacher reports of students’ school readiness in the Early Development Instrument were analysed in separate hierarchical regression analyses that controlled … [Read More] How Effectively does the Full-day, Play-based Kindergarten Programme in Ontario Promote Self-regulation, Literacy, and Numeracy? – Early Child Development And Care

Does Preschool Self-Regulation Predict Later Behavior Problems in General or Specific Problem Behaviors? – Journal of Abnormal Child Psychology

ABSTRACT Findings from prior research have consistently indicated significant associations between self-regulation and externalizing behaviors. Significant associations have also been reported between children’s language skills and both externalizing behaviors and self-regulation. Few studies to date, however, have examined these relations longitudinally, simultaneously, or with respect to unique clusters of externalizing problems. The current study examined … [Read More] Does Preschool Self-Regulation Predict Later Behavior Problems in General or Specific Problem Behaviors? – Journal of Abnormal Child Psychology

Child-Oriented or Parent-Oriented Focused Intervention: Which is the better way to decrease children’s externalizing behaviors? – Journal of Child and Family Studies

ABSTRACT Research has tried to identify risk factors that increase the likelihood of difficulties with externalizing behavior. The relations between individual or environmental factors and externalizing behavior have been especially documented. Child-oriented and parent-oriented interventions have been designed in order to decrease externalizing behavior in preschoolers. To date, however, research has largely been compartmentalized. It … [Read More] Child-Oriented or Parent-Oriented Focused Intervention: Which is the better way to decrease children’s externalizing behaviors? – Journal of Child and Family Studies

Self-regulation and Toxic Stress Reports – U.S. Administration for Children and Families, Office of Planning, Research and Evaluation

Self-regulation and toxic stress [report 1]: Foundations for understanding self-regulation from an applied developmental perspective / Desiree W. Murray, , January, 2015 (OPRE Report No. 2015-21). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. We begin by defining self-regulation from an applied perspective within a normative developmental context and describe … [Read More] Self-regulation and Toxic Stress Reports – U.S. Administration for Children and Families, Office of Planning, Research and Evaluation

Self-regulation from Birth to Age Seven: Associations with Maternal mental health, Parenting and social, emotional behaviour outcomes for children – QUT Thesis

ABSTRACT – Extract This research is focussed on self-regulation across early childhood and its associations with later behavioural outcomes for children, maternal mental health and maternal parenting. Self-regulation refers to individuals’ capacities to regulate their own behaviour, emotions and cognitions in a way that is adaptive to the circumstances in which they find themselves. Self-regulation … [Read More] Self-regulation from Birth to Age Seven: Associations with Maternal mental health, Parenting and social, emotional behaviour outcomes for children – QUT Thesis

The Development of Self-regulation Across Early Childhood – Developmental Psychology

ABSTRACT The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and 7 years, with a direct focus on … [Read More] The Development of Self-regulation Across Early Childhood – Developmental Psychology

Choice-driven Peer play, Self-regulation and Number Sense – European Early Childhood Education Research Journal

ABSTRACT Peer play provides ample opportunities for the use and development of self-regulatory and mathematical skills. This study aimed at examining whether children’s engagement in solitary low-level play, interactive play and competent play influences their self-regulatory and number sense skills. The effect of demographic variables and children’s social skills on these skills was also investigated. … [Read More] Choice-driven Peer play, Self-regulation and Number Sense – European Early Childhood Education Research Journal

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

Barriers to Parent-Child Book Reading in Early Childhood – International Journal of Early Childhood

ABSTRACT Book reading is one of the most important investments that parents make in their children’s literacy development. This study investigated risk factors associated with the absence of book reading at ages 2, 4 and 6 years. A holistic view of the multiple ecologies of child development guided the study across a sample of approximately 4000 … [Read More] Barriers to Parent-Child Book Reading in Early Childhood – International Journal of Early Childhood

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