DLLs and the development of self-regulation in early childhood

Ruth Guirguis,Kathy Carolina Antigua,John Lee

doi:10.1080/2331186x.2017.1355628

Ruth Guirguis, Kathy Carolina Antigua + Show 1 more

Open Access

https://doi.org/10.1080/2331186x.2017.1355628

Copy DOI

Journal: Cogent Education	Publication Date: Jan 1, 2017
Citations: 5	License type: CC BY 4.0

Affiliation: Borough of Manhattan Community College

Abstract

Current literature and research demonstrates that learning multiple languages allows for young learners to develop higher levels of executive functioning skills. Research also suggests that Dual Language Learners (DLLs) can surpass monolinguals in these executive functioning skills. Yet, there is a dearth of literature that explicitly discusses DLLs in the early childhood setting and the development of self-regulatory skills. Self-regulation skills have been linked to better indicators of academic achievement than numeracy and literacy. This research describes the differences between DLLs’ behavioral and emotional regulation, which are categorized as impulse control and cognitive regulation. This analysis examines the development of cognitive regulation and impulse control in both DLLs and non-DLLs. Results from an ANOVA of a convenience sample of 63 participants, 32 DLL (English and Spanish) and 31 non-DLL (English) preschool students, were assessed using the Preschool Self-Regulation Assessment (PSRA) and several measures of oral language proficiency. Participants were drawn from a Head Start and Universal Pre-Kindergarten program located in a low SES and culturally diverse district. The result yielded a statistically significant effect, (F(1, 61) = 8.56, p = .005; partial Eta squared = .123) for non-DLLs. ANOVA results suggest differences in cognitive regulation between the two groups. Implications relating to self-regulation, DLLs, culture and classroom practice, as well as policy are further discussed.

Highlights

Researchers demonstrated that students who enter kindergarten without self-regulatory skills face challenges with peer rejection and experience lower levels of academic achievement (Denham et al, 2012; Miller & Almon, 2009; Tominey & McClelland, 2011; Wanless, McClelland, Tominey, & Acock, 2011)
With current educational policies focusing on standardized testing as a measure of academic development, earlier grades introduce academics earlier on (Alexander, 2010); not allowing for focus on skills such as self-regulation that foster academic developments (Arslan et al, 2011; Blair, 2002; Denham et al, 2012; McClelland et al, 2007)
This study ends with a discussion based upon findings relating to regulatory skills and academics in preschool students

Summary

Introduction

Researchers demonstrated that students who enter kindergarten without self-regulatory skills face challenges with peer rejection and experience lower levels of academic achievement (Denham et al, 2012; Miller & Almon, 2009; Tominey & McClelland, 2011; Wanless, McClelland, Tominey, & Acock, 2011). This is attributed to the decrease in self-regulatory skills preschool children develop early in life, the ability to regulate impulses and cognition (Bodrova & Leong, 2007; MartinezPons, 2002; Miller & Almon, 2009). The direction of early childhood programs has shifted from social play-based programs to a more academically based type of curricula; this affected the fostering of these imperative skills during early childhood

Objectives

Results

Discussion

Conclusion