Touch your toes! Developing a direct measure of behavioral regulation in early childhood
Bibliographic Data
| ID | 5789031 |
|---|---|
| Authors | Claire E Cameron Ponitz (University of Michigan), Megan M Mcclelland (0000-0002-5604-0541, Oregon State University), Abigail M Jewkes (Saginaw Valley State University), Carol Mcdonald Connor (0000-0001-5803-456X, Florida State University), Carrie L Farris (Oregon State University), Frederick J Morrison (0000-0001-9071-3482, University of Michigan) |
| Year | 2007 |
| Volume | 23 |
| Issue | 2 |
| Pages | 141-158 |
| Publication date | 2007-06-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2007.01.004 |
| OpenAlex | W2020931871 |
| Language | EN |
| Citations received | 141 |
| References cited | 69 |
Typically developing · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Infant Development and Preterm Care
Controlling parenting and executive functioning in children born preterm
Positive Development in Adolescence
Relations between inhibitory control and the development of academic skills in preschool and kindergarten
Early gender differences in self-regulation and academic achievement.
The development of two observational tools for assessing metacognition and self-regulated learning in young children
Commonalities and Differences in the Research on Children’s Effortful Control and Executive Function
Investigating the links between the subcomponents of executive function and academic achievement
State of the art – teacher effectiveness and professional learning
Self-Regulation in Early Childhood
Predictors of early growth in academic achievement
Personality Psychology and Economics
Linking Students’ Emotions and Academic Achievement
Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews
Red Light, Purple Light
Getting an Active Start
Documenting Socioeconomic Disparities in Early Development and Learning
Examining Racial Match among Black Children and Teachers in Early Childhood Settings
Associations Between Classroom Quality, Child Self-Regulation, and Psychological Adjustment in Early Childhood ́
Maternal depression and children’s behavioral self-regulation
Exploring Formative Assessment and Co-Regulation in Kindergarten Through Interviews and Direct Observation
Cohort protocol
Combined Unplugged and Educational Robotics Training to Promote Computational Thinking and Cognitive Abilities in Preschoolers
Kindergarten through Grade 3 Outcomes Associated with Participation in High-Quality Early Care and Education
Preliminary Evaluation of a Mobile, Web-Based Coaching Tool to Improve Pre-K Classroom Practices and Enhance Learning
Degree of bilingualism and executive function in early childhood
Early childhood teacher research and social-emotional learning
Head-Toes for Neurodiverse Learners
Measuring preschoolers' behavioral self-regulation in the contexts of child–adult interactions
A systematic review and meta-analysis of associations between self-regulation and morality in preschool and elementary school children
Sequence of theory of mind acquisition in ethnic minority children in China
Contribution of Peers’ Self-Regulation to the Development of Preschoolers’ Self-Regulation, Language, and Literacy Skills in Early Education Classrooms
Linking Behavioral Self-Regulation to Early Math and Science Abilities
Synergistic Relations of Teacher and Parent Burnout and Preschooler’s Social-Emotional Competence and Behavioral Self-Regulation
Relations Between Executive Functions, Child Characteristics, Parental Education, and Academic Skills
Validation of the Pennsylvania Kindergarten Entry Inventory
Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure
Parenting Styles and Social Competence in Chinese Preschoolers
“Let’s Write Each Other Messages”
Unraveling the Relation Between Family Cumulative Risk and Preschool Academic Performance
Pathways to Kindergarten
Profiles of Preschool Attendance and Children’s Kindergarten Readiness
Mindfulness for Preschoolers
The impact of the pre-school self-regulation program on the self-regulation, problem behavior and social skills of children
The Contributions of Student-Level and Classroom-Level Factors for Australian Grade 2 Students’ Writing Performance
“Critical thinking, Communication, Collaboration, Creativity in kindergarten with Educational Robotics”
Engaging girls in math
Contrasting executive function development among primary school children from Hong Kong and Germany
Executive function training for kindergarteners after the Great East Japan Earthquake
Italian adaptation of the Japanese START Program for enhancing self-regulation in kindergarteners
Fine motor and executive functioning skills predict maths and spelling skills at the start of kindergarten
Intervention response among preschoolers with ADHD
Early childhood teachers' sense of community and work engagement
Children’s geometric skills
Preschool Quality Effects on Learning Behavior and Later Achievement in Germany
Adrenocortical and psychosocial responses of families in Jordan to the Covid-19 pandemic
The Homogeneity and Heterogeneity of Moral Functioning in Preschool
Relational language influences young children’s number relation skills
Robot programming versus block play in early childhood education
Learning motivation tendencies among preschoolers
The development of executive function among monolingual English-speaking and dual language learning children in early childhood settings
Do Chinese- and English-speaking preschoolers think differently about language
Adherence to the 24‐h Movement Behaviors Guidelines and Associations With Cognitive and Behavioral Self‐Regulation Among Brazilian Preschoolers
Summer Success
Behavioral observation and assessment protocol for language and social-emotional development study in children aged 0–6
A protocol for a three-arm cluster randomized controlled superiority trial investigating the effects of two pedagogical methodologies in Swedish preschool settings on language and communication, executive functions, auditive selective attention, socioemotional skills and early maths skills
The relationship between social avoidance, behavioral self-regulation, and social adjustment among Chinese Kindergartners
A randomized controlled trial to examine the effect of two teaching methods on preschool children’s language and communication, executive functions, socioemotional comprehension, and early math skills
Study Protocol
The Adaptive Test of Emotion Knowledge for 3-to 9-Year-Olds
The Relationship between Physical Activity, Self-Regulation and Cognitive School Readiness in Preschool Children
Investigating Cumulative Exposures among 3- to 4-Year-Old Children Using Wearable Ultrafine Particle Sensors and Language Environment Devices
Acute Effect of Cognitive Compromise during Physical Exercise on Self-Regulation in Early Childhood Education
Move-play-explore in early childhood education (MoveEarly) – study protocol of a cluster randomized controlled trial of staff professional development for quality pedagogical practices and holistic child development in Norwegian kindergartens
Longitudinal associations between preschoolers’ 24-h movement behaviors and development of self-regulation, executive function, vocabulary, and numeracy
Obese parents – obese children? Psychological-psychiatric risk factors of parental behavior and experience for the development of obesity in children aged 0–3
Early Behavioral Self-Regulation, Academic Achievement, and Gender
Do Early Childhood Environment Rating Scale-3 and Pre-K Classroom Assessment Scoring System Scores Need to Reach Thresholds to Predict Children’s School Readiness
Is educators’ years of experience in early childhood education and care settings associated with child outcomes? A systematic review and meta-analysis
Behavioral Regulation, Visual Spatial Maturity in Kindergarten, and the Relationship of School Adaptation in the First Grade for a Sample of Turkish Children
The classroom relational environment and children’s early development in preschool
The feeling thinking talking intervention with teachers advances young children's emotion knowledge
Parenting Mediates the Effects of Income and Cumulative Risk on the Development of Effortful Control
Differential effects of parental control on preschool‐age adjustment depending on child effortful control
The Interaction between Negative Emotionality and Effortful Control in Early Social‐emotional Development
Concurrent and prospective effects of income, adversity, and parenting behaviors on middle‐childhood effortful control and adjustment
Income and the development of effortful control as predictors of teacher reports of preschool adjustment
Differential impacts of the Incredible Years-Teacher Classroom Management program based on young children’s risk profiles
The association of peer behavioral regulation with motor-cognitive readiness skills in preschool
Relations between early family risk, children's behavioral regulation, and academic achievement
Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement
Schooling effects on preschoolers’ self-regulation, early literacy, and language growth
Self-regulation and the development of literacy and language achievement from preschool through second grade
Validation of the Head–Toes–Knees–Shoulders task in Native Hawaiian and non-Hawaiian children
Gender differences in behavioral regulation in four societies
Learning-related behaviors and literacy achievement in elementary school-aged children
Self-regulation moderates the relationship between fine motor skills and writing in early childhood
Integrating metacognition and executive function to enhance young children’s perception of and agency in their learning
Efficacy and perception of feasibility of structured games for achieving curriculum learning goals in pre-kindergarten and kindergarten low-income classrooms
Relations between self-regulation and early writing
Intervention fidelity of Getting Ready for School
From Neurons to Neighborhoods
Inhibitory Control in Young Children and Its Role in Emerging Internalization
Executive Functions in Children Aged 6 to 13
Individual differences in executive functioning and theory of mind
Emotion-Related Regulation
The Development of Self-Regulation in the First Four Years of Life
Delay of Gratification in Children
Development of attentional networks in childhood
The Development of Executive Attention
From Neurons to Neighborhoods
The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms
How specific is the relation between executive function and theory of mind? Contributions of inhibitory control and working memory
Developmentally Sensitive Measures of Executive Function in Preschool Children
Assessment of Hot and Cool Executive Function in Young Children
Hierarchical Linear Models
The Measurement of Observer Agreement for Categorical Data
Hierarchical linear models
Meaningful Differences in the Everyday Experience of Young American Children
The emergence of learning-related social skills in preschool children
Teachers’ judgments of problems in the transition to kindergarten
Children at risk for early academic problems
Regulation of Emotion and Behavior Among 3- and 5-Year-Olds
Effect of interest on attentional shift, recognition, and recall in young children
Early school competence
Finding your marbles
Conditions under which young children can hold two rules in mind and inhibit a prepotent response
School readiness
Vygotsky and Education
Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills
Principles and Practice of Structural Equation Modeling
Working With Missing Values
| Unique citing works | 141 |
|---|---|
| Citations per year | 7,42 |
| Citation span | 2007 - 2026 (20) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 138 |