Self-Regulation in Early Childhood
Improving Conceptual Clarity and Developing Ecologically Valid Measures
Bibliographic Data
| ID | 23341657 |
|---|---|
| Authors | Megan M Mcclelland (0000-0002-5604-0541, Oregon State University, corresponding author), Claire E Cameron (0000-0002-8451-9445, Oregon State University) |
| Year | 2012 |
| Volume | 6 |
| Issue | 2 |
| Pages | 136-142 |
| Publication date | 2012-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Child Development Perspectives (JOURNAL) |
| Journal identifiers | ISSN: 1750-8592 • E-ISSN: 1750-8606 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/j.1750-8606.2011.00191.x |
| OpenAlex | W1582459444 |
| Language | EN |
| Citations received | 155 |
| References cited | 62 |
Children’s ability to direct their attention and behavior to learning tasks provides a foundation for healthy social and academic development in early schooling. Although an explosion of research on this topic has occurred in recent years, the field has been hindered by a lack of conceptual clarity, as well as debate over underlying components and their significance in predicting school success. In addition, few measures tap these skills as children move into formal schooling. This article describes the aspects of self-regulation that are most important for early school success. It then discusses methodological challenges in reliably and validly assessing these skills in young children and describes recent advances in direct measures of self-regulation that are reliable and ecologically valid and that predict children’s school success. It concludes by summarizing critical issues in the study of self-regulation in school contexts and discussing next steps.
CLARITY · Conceptual framework · Developmental psychology · Early childhood · Foundation (evidence) · Political science · Social science · Sociology · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education · Psychology
Predictors of early growth in academic achievement
Asociaciones entre atención conjunta y estimulación en el hogar en contexto de Covid-19
The effects of classroom physical activity breaks on the behavioural and emotional self‐regulation of students with behavioural difficulties
Early Behavioral Self-Regulation, Academic Achievement, and Gender
Parenting, young children's behavioral self‐regulation and the quality of their peer relationships
Relations between self-regulation and early writing
The measurement properties of the Teaching Strategies Gold® assessment system
Enhancing early parenting in the community
Development and validation of a self‐regulated learning teaching scale for preschool teachers
Self-regulation in childhood as a predictor of future outcomes
Is bilingualism related to a cognitive advantage in children? A systematic review and meta-analysis
Genetics, parenting, and family functioning—What drives the development of self‐control from adolescence to adulthood
The development of self-regulation across early childhood
Longitudinal associations between executive functioning and academic skills across content areas
Multimodal parent behaviors within joint attention support sustained attention in infants
Maternal scaffolding and home stimulation
Emotional Reactivity and Internalizing Symptoms in Middle Childhood
Staying self‐regulated in the classroom
The effects of working memory training on working memory, self‐regulation, and analogical reasoning of preschool children
Drivers of the socio-economic disadvantage gap in England
Breastfeeding, Early Self-Regulation, and Academic Achievement in Kindergarten Among Disadvantaged Children
Handbook of Self-Regulation of Learning and Performance
Examining the relations between executive function, math, and literacy during the transition to kindergarten
The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement
Foundations of mathematics and literacy
Annual Research Review
Early Teacher–Child Relationships Promote Self-Regulation Development in Prekindergarten
Caregivers’ Responses to Children’s Negative Emotions
The Role of Teacher Regulatory Talk in Students’ Self-Regulation Development Across Cultures
Potentially Traumatic Events, Socioemotional and Adaptive Functioning
Creating “a Safe Haven”
Acute Effect of Cognitive Compromise during Physical Exercise on Self-Regulation in Early Childhood Education
Longitudinal associations between preschoolers’ 24-h movement behaviors and development of self-regulation, executive function, vocabulary, and numeracy
Three-year follow-up of a randomised controlled trial to reduce excessive weight gain in the first two years of life
A Canary Alive
The impact of lockdown on child adjustment
Self-Regulation in Adolescents
Lost in the game? Investigating the links between digital game addiction, self-regulation, social and life skills in preschoolers
Student Exposure to Family Adversity and Student Adjustment Difficulties in the Classroom
Teacher-led Self-regulation Programs in the Early Years as Cultural Adaptations
Effects and Characteristics of Mathematics Interventions for Students with Co-Occurring Difficulties in Mathematics and Reading
Play, regulate, retain
La validation de contenu d’un outil d’observation des fonctions exécutives selon la méthode Delphi
On the right track
Accounting for the SES-Math Achievement Gap at School Entry
Among underserved children, behavioral self-regulation most consistently predicts early elementary teachers’ ratings of overall social–emotional learning
Exploring Formative Assessment and Co-Regulation in Kindergarten Through Interviews and Direct Observation
Child Care Policy as an Anti-Poverty Strategy
Association between motor skills and executive function of children with autism spectrum disorder in Taiwan and the United States
Thriving Children’s Emotional Self-Regulation in Preschool
Effects of Academic Self-Regulatory Behaviors and Attention Difficulties on Reading Achievement of First-Grade Students
Linking Self-Regulation Scaffolding to Early Math Achievement
Tendencias en la investigación sobre autorregulación en la primera infancia
Where are you going? Lessons learned from Irish Ecec educators’ intuitive implementation of slow pedagogy during the Covid-19 pandemic
The effect of foreign language acquisition on preschool children’s self-regulation and social skills
The effect of foreign language acquisition on preschool children’s self-regulation and social skills
Head-Toes for Neurodiverse Learners
Preschool Children’s Self-regulation and Learning Behaviors
Predicting Academic School Readiness and Risk Status from Different Assessment Approaches and Constructs of Early Self-Regulation
Measuring preschoolers' behavioral self-regulation in the contexts of child–adult interactions
The influence of temperament and sex on inhibitory control games
The relationship between role modeling perceptions and self-regulation with gender, grade, and parents’ education levels as moderating variables
Relationship between Pre-Schoolers’ self-regulation, language, and early academic skills
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
Examining Associations between the Home Literacy Environment, Executive Function, and School Readiness
Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure
Meeting 24-hour movement behavior guidelines in young children
“Let’s Write Each Other Messages”
Early Home-Based Intervention Supports Behavioral Self-Regulation in Kindergarten Through Cognitive Stimulation in At-Risk Families
Pathways to Low-Income Children’s Self-Regulation
Executive Function and Spatial Skills in Children’s Block Play
Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners’ Academic Achievement
Associations between Consistent and High-quality Teacher-child Interactions and Preschool Children’s Self-regulation and Activity in the Stress Response System
Developing social-emotional concepts for learning with video games
Unfolding the potential of computer-assisted argument mapping practices for promoting self-regulation of learning and problem-solving skills of pre-service teachers and their relationship
Young children’s pre-academic and social skills
Contrasting executive function development among primary school children from Hong Kong and Germany
Fundamental motor skills correlate with mathematical performance rather than language performance in kindergarten children
Sex differences in associations between early adversity, child temperament, and behavior problems
The relationship between preservice science teachers' perceived role modeling and self‐regulation skills in science
Efficacy of the social-emotional learning foundations curriculum for kindergarten and first grade students at risk for emotional and behavioral disorders
Evaluating measurement of longitudinal education data using the Measurement Model of Derivatives
Children’s geometric skills
Executive function predicts academic and social skills in autistic kindergartners based on a multimodal approach
Extracurricular Activities, Screen Media Activity, and Sleep May Be Modifiable Factors Related to Children’s Cognitive Functioning
Preschool Quality Effects on Learning Behavior and Later Achievement in Germany
Relations between self-regulation and behavioral adjustment in Chinese American immigrant children during early elementary school years
The Role of Executive Functions in Socioeconomic Attainment Gaps
The development of uncertainty monitoring during kindergarten
The relationship between problem behaviors in the classroom and self-regulation and executive function among five-year-old children four years after a large-scale earthquake
Low-income children’s readiness for group-based learning at age 3 and prekindergarten outcomes at age 5
Parenting and young children’s emotional self-regulation in urban Korean families
Associations among social mobility beliefs, academic coping strategies and academic persistence in adolescents with lower family socioeconomic status
The Interaction between Negative Emotionality and Effortful Control in Early Social‐emotional Development
From compliance to self‐regulation
Covid‐19 and individual performance in global virtual teams
Combining a kindergarten readiness summer program with a self-regulation intervention improves school readiness
The Head-Toes-Knees-Shoulders Revised (HTKS-R)
Direct and indirect pathways from children’s early self-regulation to academic achievement in fifth grade in Norway
Preschool Program Improves Cognitive Control
Preschool and Child Care Expulsion and Suspension
Emotion-Regulation Choice
Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten
Investigating the links between the subcomponents of executive function and academic achievement
Emotion Regulation as a Scientific Construct
Prediction of children's academic competence from their effortful control, relationships, and classroom participation.
Preschool instruction and children's emergent literacy growth.
The Development of Executive Functioning and Theory of Mind
The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms
Normal Development of Prefrontal Cortex from Birth to Young Adulthood
Executive Function in Typical and Atypical Development
Developmentally Sensitive Measures of Executive Function in Preschool Children
Social origins of self-regulatory competence
Red Light, Purple Light
Assessment of Hot and Cool Executive Function in Young Children
Kindergarten children's emotion competence as a predictor of their academic competence in first grade
Improving Young Children’s Social and Emotional Competence
Relations between preschool attention span-persistence and age 25 educational outcomes
Adaptive and effortful control and academic self-efficacy beliefs on achievement
Teachers’ judgments of problems in the transition to kindergarten
Children at risk for early academic problems
The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school
Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research
The Longitudinal Relations of Regulation and Emotionality to Quality of Indonesian Children's Socioemotional Functioning
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes
School readiness and later achievement
Chinese Children's Effortful Control and Dispositional Anger/Frustration
Using confirmatory factor analysis to understand executive control in preschool children
Effortful control in early childhood
An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children
Finding your marbles
School readiness
Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills
Touch your toes! Developing a direct measure of behavioral regulation in early childhood
Working memory deficits in children with low achievements in the national curriculum at 7 years of age
Behavioral inhibition, sustained attention, and executive functions
| Unique citing works | 155 |
|---|---|
| Citations per year | 11,07 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 135 |