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

New issue: Social Development journal – Wiley

Social Development: Current Issue: November 2016 Volume 25, Issue 4

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

Early childhood curriculum development: the role of play in building self-regulatory capacity in young children – Early Child Development and Care

ABSTRACT This case study examines the development of self-regulation, socially, cognitively and emotionally, through the use of play in the curriculum in five preschool classrooms for children ages 2–5 years old at a university laboratory school. Five teachers were interviewed about their deliberate use of play to support the development of self-regulation in their students, … [Read More] Early childhood curriculum development: the role of play in building self-regulatory capacity in young children – Early Child Development and Care

New issue: Early Childhood Research Quarterly – Science Direct

A selection of articles from the Early Childhood Research Quarterly Volume 37 (4th Quarter 2016) Huntsinger, C. S., P. E. Jose, et al. “Parental facilitation of early mathematics and reading skills and knowledge through encouragement of home-based activities.” Early Childhood Research Quarterly 37: 1-15. Early experiences with mathematics and reading are important to the future academic success … [Read More] New issue: Early Childhood Research Quarterly – Science Direct

Children’s Biological Givens, Stress Responses, Language and Cognitive Abilities and Family Background after Entering Kindergarten in Toddlerhood – Early Child Development and Care

ABSTRACT We aimed to investigate stress response regulation, temperament, cognitive and language abilities and family SES in children who entered kindergarten before two years of age. Whilst childrens stress regulatory systems are vulnerable to environmental influences little is known about how temperament and family characteristics impact on stress regulation in early years. Participants were 129 … [Read More] Children’s Biological Givens, Stress Responses, Language and Cognitive Abilities and Family Background after Entering Kindergarten in Toddlerhood – Early Child Development and Care

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