Abstract
This longitudinal study examined three groups of children with different levels of developmental functioning who were attending the same inclusive preschool classrooms. It investigated whether gains in self-regulation varied according to developmental functioning and whether the longitudinal associations between self-regulation and later engagement, prosociality, and hyperactivity differed between children with low, medium, and high levels of functioning. Participants comprised 247 preschoolers. Fifty-four were low functioning, 78 were low-medium functioning, and 115 were medium-high functioning. All groups improved their self-regulation over time, though initial levels and growth patterns were different. Children with low-medium functioning showed more accelerated gains than the other groups. Gains in self-regulation were associated with lower hyperactivity and higher engagement in all groups by the end of preschool. Developmental functioning was related to later prosociality and engagement. The results revealed potential differentiated trajectories for children within the same classrooms, highlighting the interdependence of developmental functioning and self-regulation.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
