Sara J Howard
Datos Biográficos
| ID | 86418 |
|---|---|
| NOMBRE | Sara J Howard |
| NOMBRES | Sara J |
| APELLIDO | Howard |
| FIRMA | HOWARD S J |
| AFILIACIONES | University of Wollongong |
| ORCID | 0000-0002-1258-3210 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 31 |
| TOTAL DE CITAS | 17 |
| TOTAL COMO AUTOR | 31 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2016 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Stepping into School
The transition to school is a very important time in children’s educational journey, as well as for their families’ engagement with the community. Previous research has identified the complex interrelations of factors that influence this transition, emphasising the contextual nature of ‘effective’ transition. In recent years, critical theoretical approaches have been utilised to highlight systemic power imbalances within transition processes, par…
A framework for characterising and capturing the quality of digital interactions and experiences in early childhood education
Understanding what constitutes quality in digital interactions within Early Childhood Education and Care (ECEC) settings has become paramount in an increasingly technology‐enabled world. This imperative has grown, with diverse ingrained positions about the role of digital technology in ECEC, and limited evidence and guidance to support beneficial educator use with young children. This study introduces a Digital Interactions Quality (DigIQ) framew…
Children’s digital experiences
There is little guidance for parents on how to support children during co-use, co-viewing, and co-playing with digital technologies. Given the critical role of the home learning environment and the widespread use of digital technologies in children’s homes, it is essential to gain a deeper understanding of current interaction patterns during digital technology use to inform relevant guidance and support for families. This scoping review overviews…
Effects of Persuasive App Design and Self‐Regulation on Young Children’s Digital Disengagement
Despite the vast array of app choices available to children and evidence of a high prevalence of persuasive design features (e.g., rewards, character pressure, and aesthetic manipulation) within these apps, little is known about how, and to what extent, these design elements influence children’s digital app play. The current study investigated the effects of app persuasive design and children’s self‐regulation, and their interaction, on children’…
A meta-analysis of self-regulation and digital recreation from birth to adolescence
There is good reason to implicate self-regulation in our digital recreation duration, choices, and behaviours. However, the direction, degree, and diversity of their association is unclear. To offer more robust and nuanced evidence to this issue of acute public concern, the current study presents a comprehensive meta-analysis of the associations between self-regulation and digital recreation from birth to adolescence – consolidating 183 studies r…
Social Ecological Factors Influencing Children's School Readiness in Low-Income South African Communities
Research Findings: School readiness is highly salient in South Africa (SA), a country with extreme and persistent inequities that undermine early childhood development. The aim of this short-term longitudinal study was to identify social ecological factors associated with school readiness in young children from low-income settings in Cape Town, SA. Participants were 152 3–5-year-old children (55% female, not attending early childhood care and edu…
Agency and voice
A wide range of benefits are associated with children's positive transition to school. Applying a critical sociological lens in understanding transitions allows for cycles of sociocultural inequality to be challenged and disrupted. This is of particular importance for understanding transition experiences of children from socially demarcated groups, such as children from refugee backgrounds. This paper outlines how critical sociological theory can…
Crossing Cultural Boundaries in Research
Children and families from refugee backgrounds are underrepresented in many areas of research and when included, are often discussed in a way that focuses on deficits. To address both the underrepresentation and the positioning of people from refugee backgrounds, it is the responsibility of researchers to identify and alleviate barriers in both the design and implementation of research projects. There is significant risk of power disparity betwee…
Young children’s at-home digital experiences and interactions
Introduction Young children are increasingly provided with opportunities to interact with digital technologies in their homes. Despite an accumulating body of research on children’s digital interactions, little is known about how these are situated within the social and cultural context in which they take place. In this exploratory study, we aim to extend existing knowledge by offering a contextualised understanding of children’s digital experien…
Unravelling self-regulation in early childhood
Open Science Framework: osf.io/maqdg. Date of registration: 26 Sep 2024
Supporting early childhood educators to foster children's self-regulation and executive functioning through professional learning
Given the recognised importance of self-regulation (SR) and executive functioning (EF) in young children's academic and social-emotional wellbeing, their development should not be left to chance. This mixed methods study investigated whether the children taught by educators trained in the SOWATT program, a purposively designed professional learning program targeting self-regulation and executive functioning, would achieve better outcomes on a ran…
Accelerometer-Measured Physical Activity and Sedentary Time among Children in Japan before and during Covid-19
This study examined changes in physical activity (PA), sedentary behavior (SB), screen time, sleep, and executive function among Japanese preschoolers between COVID-19 pre-pandemic and pandemic periods, using cross-sectional and longitudinal data. Accelerometer data from 63 children aged 5-6 years were collected from three kindergartens in Tokyo, Japan, in late 2019 (pre-COVID-19). This was compared to the data of 49 children aged 5-6 years from …
Predicting Academic School Readiness and Risk Status from Different Assessment Approaches and Constructs of Early Self-Regulation
Enriching parent-child play through supported play groups to foster children's self-regulation
How educators in high-quality preschool services understand and support early self-regulation
A Systematic Scoping Review of Pre-School Self-Regulation Interventions from a Self-Determination Theory Perspective
Self-regulation (SR) is considered foundational in early life, with robust evidence demonstrating a link between early self-regulation and longer-term outcomes. This has been the impetus for a growing body of intervention research into how best to support early SR development, yet approaches and effects are diverse, which complicates an understanding of the critical characteristics for effective early SR intervention. Using Self-Determination The…
Parent perspectives on young children’s changing digital practices
Young children's use of digital technologies has presented challenges for parents, particularly in response to an increased reliance on digital resources during the Covid-19 pandemic. This mixed-methods study explored young children's digital practices within the context of their families and homes. Although this study was originally planned, the timing of data collection meant that it was uniquely positioned to capture parent perspectives as the…
An Item Response Modeling Approach to Cognitive Load Measurement
The accurate measurement of the cognitive load a learner encounters in a given task is critical to the understanding and application of Cognitive Load Theory (CLT). However, as a covert psychological construct, cognitive load represents a challenging measurement issue. To date, this challenge has been met mostly by subjective self-reports of cognitive load experienced in a learning situation. In this paper, we find that a valid and reliable index…
Educator Beliefs Around Supporting Early Self-Regulation
The current study sought to investigate the extent to which early childhood educators’ confidence in knowledge, attitudes and self-efficacy for supporting early self-regulation predicted educator behavior and children’s self-regulation outcomes. Data from a diverse sample of 165 early childhood educators participating in a cluster Randomized Control Trial evaluation of a self-regulation intervention were utilized to evaluate the construct validit…
Cross-Sectional Associations of Application Use and Media Program Viewing with Cognitive and Psychosocial Development in Preschoolers
Executive functions and psychosocial health during childhood are positively associated with health and developmental outcomes into adulthood. Electronic media use has been reported to adversely affect health and development in children; however, what remains unclear is whether contemporary media behaviors, such as electronic application (app) use, exerts similar effects on health and development. We investigated the associations of electronic med…
Self-regulation in childhood as a predictor of future outcomes
This meta-analysis explores whether self-regulation in childhood relates to concurrent and subsequent levels of achievement, interpersonal behaviors, mental health, and healthy living. A comprehensive literature search identified 150 studies that met inclusion criteria (745 effect sizes; total n = 215,212). Data were analyzed using inverse-variance weighted random effects meta-analysis. Mean effect sizes from 55 meta-analyses provided evidence th…
Evaluating the viability of a structured observational approach to assessing early self-regulation
Revisions to the extIPA chart
This paper describes changes to the extIPA (Extensions to the IPA) symbol set, the motivation for these changes, and areas where future changes by the IPA might be helpful to clinical transcribers. The extIPA symbol set was introduced some twenty-five years ago. Since that time, some minor changes have been introduced to the extIPA chart but no major rearrangement has been attempted. The 2010 Oslo meeting of ICPLA (International Clinical Phonetic…
An Early Years Toolbox for Assessing Early Executive Function, Language, Self-Regulation, and Social Development
Several methods of assessing executive function (EF), self-regulation, language development, and social development in young children have been developed over previous decades. Yet new technologies make available methods of assessment not previously considered. In resolving conceptual and pragmatic limitations of existing tools, the Early Years Toolbox (EYT) offers substantial advantages for early assessment of language, EF, self-regulation, and …
Acute effects of reducing sitting time in adolescents
The trial was registered as a clinical trial with the Australian and New Zealand Clinical Trials Registry ( ACTRN12614001064695 ) on the 3rd of October 2014 - registered retrospectively
A comparison of Chinese and Australian university students' attitudes towards plagiarism
Student plagiarism is a growing problem within Australian universities and abroad. Potentially exacerbating this situation, research indicates that students' attitudes toward plagiarism are typically more permissive and lenient than the policies of their tertiary institutions. There has been suggestion that this is especially so in Asian countries relative to Western countries; however, very little research has sought to empirically validate this…
Evaluating the viability of a structured observational approach to assessing early self-regulation
Revisions to the extIPA chart
This paper describes changes to the extIPA (Extensions to the IPA) symbol set, the motivation for these changes, and areas where future changes by the IPA might be helpful to clinical transcribers. The extIPA symbol set was introduced some twenty-five years ago. Since that time, some minor changes have been introduced to the extIPA chart but no major rearrangement has been attempted. The 2010 Oslo meeting of ICPLA (International Clinical Phonetic…
Children’s sports participation and self-regulation
Supporting early childhood educators to foster children's self-regulation and executive functioning through professional learning
Given the recognised importance of self-regulation (SR) and executive functioning (EF) in young children's academic and social-emotional wellbeing, their development should not be left to chance. This mixed methods study investigated whether the children taught by educators trained in the SOWATT program, a purposively designed professional learning program targeting self-regulation and executive functioning, would achieve better outcomes on a ran…
Agency and voice
A wide range of benefits are associated with children's positive transition to school. Applying a critical sociological lens in understanding transitions allows for cycles of sociocultural inequality to be challenged and disrupted. This is of particular importance for understanding transition experiences of children from socially demarcated groups, such as children from refugee backgrounds. This paper outlines how critical sociological theory can…
Increasing physical activity among young children from disadvantaged communities
Australian and New Zealand Clinical Trials Registry No: ACTRN12614000597695 , first received: June 5, 2014
A comparison of Chinese and Australian university students' attitudes towards plagiarism
Student plagiarism is a growing problem within Australian universities and abroad. Potentially exacerbating this situation, research indicates that students' attitudes toward plagiarism are typically more permissive and lenient than the policies of their tertiary institutions. There has been suggestion that this is especially so in Asian countries relative to Western countries; however, very little research has sought to empirically validate this…
An Early Years Toolbox for Assessing Early Executive Function, Language, Self-Regulation, and Social Development
Several methods of assessing executive function (EF), self-regulation, language development, and social development in young children have been developed over previous decades. Yet new technologies make available methods of assessment not previously considered. In resolving conceptual and pragmatic limitations of existing tools, the Early Years Toolbox (EYT) offers substantial advantages for early assessment of language, EF, self-regulation, and …
Acute effects of reducing sitting time in adolescents
The trial was registered as a clinical trial with the Australian and New Zealand Clinical Trials Registry ( ACTRN12614001064695 ) on the 3rd of October 2014 - registered retrospectively
Qualitative process evaluation of an Australian alcohol media literacy study
Overall, the program content and individual lessons were well received by the teachers and students. The lessons learned from the development, implementation and evaluation of this program can provide health professionals with key pedagogical strategies for designing culturally responsive educational programs. Culturally responsive programs are critical for ensuring interventions are effective for their specific context
Adherence to 24-Hour Movement Guidelines for the Early Years and associations with social-cognitive development among Australian preschool children
Strategies to promote adherence to the 24-Hour Movement Behaviour Guidelines for the Early Years among preschool children are warranted. Supporting preschool children to meet all guidelines or more guidelines, particularly the sleep and screen time guidelines, may be beneficial for their social-cognitive development
Children’s sports participation and self-regulation
What are standardized literacy and numeracy tests testing? Evidence of the domain‐general contributions to students’ standardized educational test performance
BACKGROUND: A fundamental aim of standardized educational assessment is to achieve reliable discrimination between students differing in the knowledge, skills and abilities assessed. However, questions of the purity with which these tests index students' genuine abilities have arisen. Specifically, literacy and numeracy assessments may also engage unintentionally assessed capacities. AIMS: The current study investigated the extent to which domain…
Revisions to the extIPA chart
This paper describes changes to the extIPA (Extensions to the IPA) symbol set, the motivation for these changes, and areas where future changes by the IPA might be helpful to clinical transcribers. The extIPA symbol set was introduced some twenty-five years ago. Since that time, some minor changes have been introduced to the extIPA chart but no major rearrangement has been attempted. The 2010 Oslo meeting of ICPLA (International Clinical Phonetic…
Evaluating the viability of a structured observational approach to assessing early self-regulation
Self-regulation in childhood as a predictor of future outcomes
This meta-analysis explores whether self-regulation in childhood relates to concurrent and subsequent levels of achievement, interpersonal behaviors, mental health, and healthy living. A comprehensive literature search identified 150 studies that met inclusion criteria (745 effect sizes; total n = 215,212). Data were analyzed using inverse-variance weighted random effects meta-analysis. Mean effect sizes from 55 meta-analyses provided evidence th…
An Item Response Modeling Approach to Cognitive Load Measurement
The accurate measurement of the cognitive load a learner encounters in a given task is critical to the understanding and application of Cognitive Load Theory (CLT). However, as a covert psychological construct, cognitive load represents a challenging measurement issue. To date, this challenge has been met mostly by subjective self-reports of cognitive load experienced in a learning situation. In this paper, we find that a valid and reliable index…
Educator Beliefs Around Supporting Early Self-Regulation
The current study sought to investigate the extent to which early childhood educators’ confidence in knowledge, attitudes and self-efficacy for supporting early self-regulation predicted educator behavior and children’s self-regulation outcomes. Data from a diverse sample of 165 early childhood educators participating in a cluster Randomized Control Trial evaluation of a self-regulation intervention were utilized to evaluate the construct validit…
Cross-Sectional Associations of Application Use and Media Program Viewing with Cognitive and Psychosocial Development in Preschoolers
Executive functions and psychosocial health during childhood are positively associated with health and developmental outcomes into adulthood. Electronic media use has been reported to adversely affect health and development in children; however, what remains unclear is whether contemporary media behaviors, such as electronic application (app) use, exerts similar effects on health and development. We investigated the associations of electronic med…
Predicting Academic School Readiness and Risk Status from Different Assessment Approaches and Constructs of Early Self-Regulation
Enriching parent-child play through supported play groups to foster children's self-regulation
How educators in high-quality preschool services understand and support early self-regulation
A Systematic Scoping Review of Pre-School Self-Regulation Interventions from a Self-Determination Theory Perspective
Self-regulation (SR) is considered foundational in early life, with robust evidence demonstrating a link between early self-regulation and longer-term outcomes. This has been the impetus for a growing body of intervention research into how best to support early SR development, yet approaches and effects are diverse, which complicates an understanding of the critical characteristics for effective early SR intervention. Using Self-Determination The…
Parent perspectives on young children’s changing digital practices
Young children's use of digital technologies has presented challenges for parents, particularly in response to an increased reliance on digital resources during the Covid-19 pandemic. This mixed-methods study explored young children's digital practices within the context of their families and homes. Although this study was originally planned, the timing of data collection meant that it was uniquely positioned to capture parent perspectives as the…
Accelerometer-Measured Physical Activity and Sedentary Time among Children in Japan before and during Covid-19
This study examined changes in physical activity (PA), sedentary behavior (SB), screen time, sleep, and executive function among Japanese preschoolers between COVID-19 pre-pandemic and pandemic periods, using cross-sectional and longitudinal data. Accelerometer data from 63 children aged 5-6 years were collected from three kindergartens in Tokyo, Japan, in late 2019 (pre-COVID-19). This was compared to the data of 49 children aged 5-6 years from …
Young children’s at-home digital experiences and interactions
Introduction Young children are increasingly provided with opportunities to interact with digital technologies in their homes. Despite an accumulating body of research on children’s digital interactions, little is known about how these are situated within the social and cultural context in which they take place. In this exploratory study, we aim to extend existing knowledge by offering a contextualised understanding of children’s digital experien…
Unravelling self-regulation in early childhood
Open Science Framework: osf.io/maqdg. Date of registration: 26 Sep 2024
Supporting early childhood educators to foster children's self-regulation and executive functioning through professional learning
Given the recognised importance of self-regulation (SR) and executive functioning (EF) in young children's academic and social-emotional wellbeing, their development should not be left to chance. This mixed methods study investigated whether the children taught by educators trained in the SOWATT program, a purposively designed professional learning program targeting self-regulation and executive functioning, would achieve better outcomes on a ran…
Effects of Persuasive App Design and Self‐Regulation on Young Children’s Digital Disengagement
Despite the vast array of app choices available to children and evidence of a high prevalence of persuasive design features (e.g., rewards, character pressure, and aesthetic manipulation) within these apps, little is known about how, and to what extent, these design elements influence children’s digital app play. The current study investigated the effects of app persuasive design and children’s self‐regulation, and their interaction, on children’…
A meta-analysis of self-regulation and digital recreation from birth to adolescence
There is good reason to implicate self-regulation in our digital recreation duration, choices, and behaviours. However, the direction, degree, and diversity of their association is unclear. To offer more robust and nuanced evidence to this issue of acute public concern, the current study presents a comprehensive meta-analysis of the associations between self-regulation and digital recreation from birth to adolescence – consolidating 183 studies r…
Psychology (22 obras) · Medicine (19 obras) · Developmental psychology (18 obras) · Early Childhood Education and Development (13 obras) · Child Development and Digital Technology (10 obras) · Cognition (9 obras) · Social Psychology (9 obras) · Clinical Psychology (7 obras) · Psychiatry (7 obras) · Child and Adolescent Psychosocial and Emotional Development (6 obras)