Abstract
Self-regulation in children is an important thing that needs to be prepared from an early age. Besides affecting children's school readiness, this also makes it easier for children to have good academic achievements. This study aims to determine the influence of moving to the beat of early childhood self-regulation. This research was conducted on kindergarten group B students in East Jakarta. The research method used is a quasi-experiment method with a sample of 20 students. The data collection technique uses observations by analysing paired t-test statistical data. The results of the study explained that there was a significant effect of moving to the beat of early childhood self-regulation. The significance level is 0.000 < 0.05, which means that H0 is rejected and H1 is accepted, this indicates a significant difference between the pre-test and post-test. For further research, it is recommended to look at the influence of other factors on early childhood self-regulation.
 Keywords: Beats, Early childhood, Moving, Self-Regulation
Highlights
Recent research has demonstrated the importance of working on self-regulation
This study aims to determine the influence of moving to the beat of early childhood self-regulation
The new school year is a heavy start for early childhood teachers to implement classroom rules
Summary
Recent research has demonstrated the importance of working on self-regulation. Young children in early childhood services as a way to escape widening disparities in learning and achievement when children begin school, especially for disadvantaged children (Diamond, 2016). The child's capacity to self-regulate is recognized as a major indicator of important life outcomes, including academic achievement, social and emotional wellbeing, and physical and financial performance (Duckworth et al, 2012). It plays an important role in the transition and success of children in the school environment (Blair & Raver, 2015). Many children, especially from disadvantaged social backgrounds, start schools that lack critical skills for a successful transition to school, namely self-regulation (Blair & Razza, 2007). Process quality refers to experiences of the child and includes the psychological mental, physical, and educational facets of children’s activities and relationships with teachers, peers, and materials, that are seen as proximal determinants of child development (Howes et al, 2008; Pianta et al, 2005; Thomason & La Paro, 2009)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
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 call
