Children's Self-regulation Skills Research Articles

Investigation of Teachers' Views on Classroom Practices to Support Children's Self-Regulation Skills

Investigation of Teachers' Views on Classroom Practices to Support Children's Self-Regulation Skills

Importance Of Practical Life Activity For The Development Of Self-Regulation Skills In Children Aged 4-5 Years

Importance Of Practical Life Activity For The Development Of Self-Regulation Skills In Children Aged 4-5 Years

아버지의 양육 행동이 유아의 사회적 능력에 미치는 영향 -유아의 자기조절 능력의 매개효과-

The purpose of this study is to explore how fathers' parenting behaviors influence young children's social competence, and to examine the mediating role of young children's self-regulation skills in this relationship. To achieve this, data were collected from 218 young children and 218 fathers at a public kindergarten in Linyi City, Shandong Province, as well as 11 kindergarten teachers. The study employed frequency analysis, descriptive statistics, Pearson correlation analysis, and the three-step approach of Baron & Kenny (1986), with the Sobel test used to verify the mediating effect. The results of the study revealed that, first, there were significant positive correlations between fathers' parenting behaviors, young children's self-regulation skills, and young children's social competence. Second, the mediating role of young children's self-regulation skills in the relationship between fathers' parenting behaviors and young children's social competence was confirmed. These findings have significant implications for real-life scenarios. Parents and educators can understand how fathers' parenting behaviors may influence children's social competence and self-regulation skills, and adjust their parenting methods accordingly. Additionally, this research can emphasize the role of fathers and help to give more consideration to parental roles within the family.

Pretend play as the space for development of self-regulation: cultural-historical perspective.

Self-regulated behavior is a prerequisite for learning and success in life. Considerable research confirms that mature forms of play support the development of self-regulation in the early years. This study explores the relationship between (3-6-year-olds) children's pretend play and self-regulation skills. Teachers filled out a child's play and self-regulation checklist evaluating the level of children's play and self-regulation skills. The findings revealed that the levels of children's play and self-regulation skills are statistically significantly linked: the better the child performs an assumed role in play activity, the higher the level of their self-regulation. The results also suggest that a child's playing skills, gender, and age predict children's self-regulation skills manifested in play activity.

Relationship between Socio-Dramatic Play and Self-Regulation Skills in Early Childhood

Purpose: Socio-dramatic play is important for supporting self-regulation skills in early childhood, and the complexity level of socio-dramatic play may increase the need for self-regulation skills. This study examined the relationship between the self-regulation skills of 60- to 86-month-old preschoolers and the complexity of socio-dramatic play better to understand the link between socio-dramatic play and self-regulation skills.
 Methodology: This study was designed as associational research to examine whether self-regulation skills based on teachers' and mothers' views relate to socio-dramatic play's aspects and complexity levels. The participants consisted of 51 preschool children attending two public schools in Turkey. Children's self-regulation skills (attention, working memory, and inhibitory control) were measured using self-regulation scales with teacher and mother forms. The socio-dramatic play was assessed using an observational tool consisting of three aspects (symbolic agent, symbolic substitution, and symbolic complexity). 
 Findings: Findings revealed that self-regulation skills (inhibitory control and attention) showed a statistically significant difference in favor of children who engaged in sociodramatic play with high symbolic complexity. The working memory did not differ significantly regarding symbolic complexity. The teacher and mother reports revealed that self-regulation skills' attention, working memory, and inhibitory control dimensions did not relate to the aspects of symbolic agent and symbolic substitution. 
 Highlights: These findings indicate that only the symbolic complexity aspect of socio-dramatic play is positively associated with preschoolers' self-regulation skills (inhibitory control and attention). Results were discussed concerning the literature on socio-dramatic play and self-regulation.

Investigation of the relationship between screen usage habits, behavioral problems and self-regulation skills of children aged 4–6

PurposeAmidst the multifaceted changes taking place in our dynamic world, the study of screen usage habits and their impacts on children has emerged as a burgeoning area of research interest. The current research endeavors to investigate and establish the correlation that exists between screen usage patterns, behavioral challenges, and self-regulation capabilities within the demographic of children aged 4–6 years. Design and methodsIn the study, descriptive cross-sectional and relationship-seeking research model. The sample of the study consisted of 557 people with children between the ages of 4 and 6 years who voluntarily participated in the study between December 2022 and April 2023. The “Personal Information Form”,“Problematic Media Use Measure (PMUM)”, “Preschool Behavior Questionnaire” and “Instrument for Measuring Self-Regulation Skills” were used to collect data. ResultsIt was found that 53% of the children were girls, 87.4% lived in the city center. The rate of children with no siblings was 59.4%, 48.1% spent between 1 and 2 in front of a screen and 52.4% used mobile phones. Furthermore, there appears to be a reciprocal interaction among self-regulation skills, behavioral problems, and problematic internet usage. ConclusionIt can be asserted that as children's self-regulation skills increased, behavioral problems decreased and it can be asserted that as children's problematic internet use levels increased, behavioral problems also increased. Practice implicationsIn line with these results, pediatric and public health nurses have a great deal of work, parents should be made aware of these issues with large-scale trainings, and it should not be forgotten that these age groups are the most sensitive periods.

Effortful Control Protects Against Familial Liability for ADHD: Longitudinal Results from the ABCD Study in the United States.

Effortful control, the ability to regulate complex and goal-directed behavior, may protect individuals from developing mental health symptoms. This study tested the potential for child effortful control and executive functioning to buffer the effects of familial liability for attention deficit hyperactivity disorder (ADHD) problems across a one-year timeframe. Data from the prospectively-collected Adolescent Brain Cognitive Development (ABCD)® study were used to examine whether caregiver-rated child effortful control and executive functioning moderated the association between familial ADHD risk and later ADHD symptoms in a sample of children (N = 6,133; ages 9-10 years at baseline). Two independent variables were considered to compare the predictive powers of specific (family ADHD) and broad (family psychopathology) risk factors. Two additional moderating variables (surgency, negative affect) were tested to examine specificity of effortful control and executive functioning as moderators. All variables of interest were measured on a continuum and via caregiver report. At high levels of effortful control and executive functioning, there was no association between familial liability for ADHD or broad psychopathology and later child ADHD problems. The moderator effects were specific to effortful control and executive functioning domains. Etiological models of heritable psychiatric disorders, such as ADHD, should consider the risk and protective contributions of individual traits, such as effortful control and executive functioning. Clinical prevention and intervention efforts may target self-regulation skills in children to buffer against familial liability for ADHD problems.

OUT to IN: a body-oriented intervention program to promote preschoolers' self-regulation and relationship skills in the outdoors.

Time for movement and outdoor experiences has decreased in children's daily lives. Nevertheless, a growing body of research has shown that body-oriented interventions and outdoor time benefit preschoolers' social-emotional development, a foundation for mental health. OUT to IN is a body-oriented intervention program implemented outdoors, designed to promote preschoolers' social-emotional competence. This study aimed to evaluate the effects of OUT to IN on preschoolers' self-regulation and relationship skills. A cluster randomized trial with multi-method and multi-informant assessment was implemented including 233 children between 3 and 6 years (122 boys, Mage = 5.07 years), from 4 preschools (8 groups with OUT to IN intervention, 4 groups without intervention - control group). The 153 children allocated to the OUT to IN group participated in biweekly sessions for 10 weeks. OUT to IN sessions followed a body-oriented approach comprising exercise play, relaxation, and symbolization activities, implemented outdoors by a psychomotor therapist and the preschool teacher. Sessions enabled children to feel, observe and control their bodily states and understand the relationship between their bodies and emotions. Teachers participated in a brief course and on 20 biweekly relaxation sessions. Children's self-regulation was measured through specific tasks and a parent questionnaire. Relationship skills (i.e., empathy, communication, cooperation and sociability) were measured through parents' and preschool teachers' questionnaires. Mann-Whitney test was used to study differences at baseline between the OUT to IN group and the control group, and to study differences in the 10-week changes between both groups. Wilcoxon Test was used for intragroup comparisons. After the 10-week intervention period, children who participated in OUT to IN showed significant improvements on self-regulation and relationship skills (empathy, cooperation and sociability), in comparison to the control group who did not show any significant improvements. Large size effects (η2 > 0.14) were found for most of the variables related to self-regulation and small (η2 > 0.01), medium (η2 > 0.06) and large size effects (η2 > 0.14) were found for the variables related to relationship skills. OUT to IN showed to be an effective body-oriented intervention program in improving children's self-regulation and relationship skills, which are recognized foundations for mental health and well-being.

Drivers of the socio-economic disadvantage gap in England: Sequential pathways that include the home learning environment and self-regulation as mediators.

Socio-economic status (SES) is a powerful predictor of attainment. Research has identified multiple mechanisms that underpin the effect of SES on attainment. For example, self-regulation (processes through which individuals direct and control their attention, emotion and behaviour) has been identified as one mechanism mediating the SES attainment gap. However, previous studies have not directly tested the statistical pathways by which children from lower SES backgrounds develop low self-regulation skills and subsequently poor attainment at the end of primary school. Adding the home learning environment, which is associated with both SES and self-regulation, further fleshes out the longitudinal pathways. We propose and test a new model where the relationship between SES and school attainment is sequentially mediated by the family home learning environment and the child's self-regulation. This study uses the Effective Pre-school, Primary and Secondary Education data set to study 2311 English children. We measured SES (via socio-economic disadvantage) based on an index of low parental education, occupation and income at age 3+. The home learning environment was measured by the Home Learning Environment Index at age 3+; self-regulation was a teacher report on the Child Social Behaviour Questionnaire at age 4+ and attainment was measured via scores on national assessments of English and Maths at age 11. Our measure of disadvantage predicted attainment. The home learning environment predicted children's self-regulation skills. The relationship between disadvantage and attainment was sequentially mediated by the home learning environment and self-regulation. These findings suggest that home learning environment and self-regulation may play a sequential role in perpetuating socio-economic disparities in education.

Çocuğun Öz-Düzenleme Gelişimi: Okul Öncesi Eğitim Süresi ve Öğretmenlerin Öz-Düzenleme Düzeyi Bağlamında İncelenmesi

This study was conducted to examine the self-regulation of teachers working in preschool education institutions, their practices to support self-regulated learning, and the relationship between preschool education status and children's self-regulation skills. The sample of this study, in which the relational survey model, one of the quantitative research methods, was used, consisted of 316 teachers and 213 children working in primary school preschool classes and independent kindergartens affiliated with the Ministry of National Education in Mersin province. The demographic information of the participants was collected through the Demographic Information Form prepared by the researcher. Teachers' self-regulation was assessed with the "Self-Regulation Scale", while the practices they used to support self-regulated learning were assessed with the "Scale for Evaluating Preschool Teachers' Practices to Support Self-Regulated Learning" (SC-SRLS). Children's self-regulation skills were assessed with the "Preschool Self-Regulation Scale" (PSRS), which requires face-to-face practice with each child. As a result of the study, it was found that children's self-regulation skills differed significantly in favor of children older than 68 months. In addition, it was determined that children's self-regulation and emotion regulation differed in favor of girls according to gender. In the study, the self-regulation skills of children with more than one year of preschool education were significantly higher than those of children with less preschool education. As a result of the study, it was determined that there was a positive and significant relationship between teachers' self-regulation and classroom practices to support self-regulated learning. In addition, there was a positive and significant relationship between teachers' self-regulation and the practices they used to support self-regulated learning and children's self-regulation skills.

The role of socio-cultural background and child age for parental regulation strategies and children's self-regulation: A comparison between Germany, Chile, and El Salvador

This study compared parental regulation strategies and children's self-regulation in three different countries (Germany, Chile, El Salvador). N = 300 primary caregivers of 1- to 3-year-olds filled out a parental questionnaire (IMpulse-MAnagement in the caregiver-child dyad, IMMA; Pauen et al., 2019) assessing (a) socio-demographic variables, (b) parental ideas and goals regarding children's self-regulation skills, (c) children's self-regulation strategies in dealing with internal challenges or demands, and (d) caregiver's regulation strategies. Age-group comparisons revealed that (1) children increased compliance and verbal negotiation with their caregivers as they grow older, and (2) parents adapted their regulation strategies to the age of the child. Country-group comparisons further indicated substantial similarities and differences between countries with respect to (3) how parents expected children to deal with requests and prohibitions, as well as with their own needs, feelings, and impulses, (4) how children responded to goal-frustration and parental demands, and (5) which regulatory strategies parents used to support their offspring. These exploratory findings are discussed in the light of current models on cultural learning, parent-child interactions, and child self-regulation development.

The Relations between Preschool Children's Self-Regulation Skills and Play Skills

Preschool education develops self-regulation and plays skills in children. This study aims to determine preschool children's self-regulation skills and play skills and reveal the relationship between them. The study, designed according to the relational screening model, was carried out with 338 children aged 4 and 5 attending kindergarten and preschool. The children were observed for a month, and each child's self-regulation and play skills were evaluated by the teachers using the "Self-Regulation Skills Scale for 4-6-year-old Children (Instructor Form) (SRSS)" and "Play Skills Scale (PSS)". Descriptive statistics, difference tests, and correlation analysis were used to analyze the collected data. As a result of the study, it was found that children's self-efficacy skills and play skills are high, there is no significant difference in skills between girls and boys, and there is a positive and strong relationship between these skills. In this context, it is recommended that preschool teachers include practices that will support both skills.

The impact of the pre-school self-regulation program on the self-regulation, problem behavior and social skills of children

The purpose of the research is the development of the Preschool Self-Regulation Program and the examination of the effect of the program on children's self-regulation skills, problem behaviors and social skills. The research designed in the embedded design; the quantitative dimension is quasi-experimental design with pre-test post-test control group, and the qualitative dimension is basic qualitative research. Working group consists of 52 children, 26 of whom are in the experimental group, 26 of which are in the control group, and two teachers in the experimental group. Quantitative data were analyzed by MANOVA and t-test for dependent samples, and qualitative data were analyzed by deduction method. In the study, a program consisting of 21 sessions, 7 weeks and 3 days a week, was applied in the experimental group. In the results of the research; while there was a significant difference in the pre-test post-test scores of the experimental and control groups in self-regulation skills and social skills, there was a significant difference in problem behaviors only in the experimental group. There was a significant difference in favor of the experimental group in the post-test scores of self-regulation skills, social skills and problem behaviors. When the qualitative findings of the study were examined, it was concluded that while there was an increase in self-regulation and social skills, there was a decrease in problem behaviors.

Self-Regulation Skills of Children within the Context of the Meanings that Mothers Attribute to the Concept of Child

This study aimed to determine the meanings that mothers attribute to the concept of child and examine the self-regulation skill levels of their children within the context of the meaning attributed to the child. The research was carried out with a mixed method design entitled “Completely Mixed Sequential Equal Status Design”. The study group of the research, which was determined by using the maximum variation sampling method, was composed of 297 mothers with 60-72 months-old children studying in private and public kindergartens in Efeler District of Aydın province in the 2020-2021 academic year. As the data collection tools in the study, Self-regulation Skills Scale for the Children Aged Between 4-6 (Mother Form) and structured interview questions were used. The qualitative data on the meaning that parents attributed to the concept of child were analyzed by using descriptive analysis. The quantitative data on the self-regulation skills of their children and the analysis of these variables within the context of the meanings attributed to the concept of child were performed by using SPSS 21 package program. As a result of the research, it was determined that the children were interpreted as investment tool, development, property, individual with rights, and innocent, respectively; and it was also revealed that little adult, sinner, God-given, and reflective categories present in the literature were not among the meanings attributed to children. When the self-regulation skills of children within the context of the meaning attributed to the child were examined, it was found out that the self-regulation skills of the children who were only interpreted as investment tool were high, and those of the children who were interpreted as development, property, individual and innocent were at a moderate level.

The Relationship Between Preschool Children's Self-Regulation Skills and Their Mothers' Parental Attitudes

The present study aimed to determine the link between self-regulation skills of pre-school children and mothers’ attitudes towards parenting. The research was performed with 392 mothers living in Hatay/Turkey with children aged 4-6. The data were collected using “The Self-Regulation Skills Scale for 4-6 year-old Children” and “The Parental Attitude Scale-Mother Form”. The results indicate that girls have higher attention and behavioral regulation skills compared to boys. While children’s working memory varies by age, it was seen that the order of birth did not change self-regulation scores. Parental attitudes are more negative among mothers aged 40 and over than those of younger ones, and mothers who completed primary education have lower levels of efficacy perceptions and show less affection to their children compared with high school and higher education graduates. A moderate positive correlation was discovered between the self-regulation skills of children and mothers’ parental attitudes. The results are discussed within the scope of the related literature and recommendations are offered.

Maternal sensitivity in early childhood and body mass index in adolescence: A population-based study on the role of self-regulation as a mediator

Maternal sensitivity has been implicated in various aspects of child health and development, including overweight. However, long-term effects, the role of paternal sensitivity and the explanatory pathways are unclear. This study examined whether maternal sensitivity in early childhood is prospectively associated with adolescent body mass index and whether children's self-regulation mediates this relation. Data from 540 children and their mothers were available from a large cohort study in the Netherlands. Maternal sensitivity was assessed at child ages 1, 3, and at 4 years paternal sensitivity was also included. Children's self-regulation skills were observed at age 3, eating behaviour was assessed at 10 years, and child BMI was measured at 13 years. Longitudinal structural equation modelling was applied. The cross-sectional association between maternal sensitivity and child self-regulation was significant, while lower levels of self-regulation and higher levels of food responsiveness and restrained eating predicted a higher child BMI at 13 years. Furthermore, a direct association of paternal sensitivity at 4 years with BMI at 13 years was found, but only in girls. Maternal sensitivity was not directly associated with child BMI after adjusting for covariates. Our findings showed the importance of self-regulation in the early years for subsequent weight development. Nevertheless, as self-regulation could not explain the relationship between parenting and child weight, research should focus on the contribution of other contextual factors, such as feeding styles and the social environment, to this relationship.

Time spent playing predicts early reading and math skills through associations with self-regulation

Children's play time has declined in recent decades, which could negatively impact early self-regulation—a vital component of school readiness. To date, studies have not fully explored how the time spent playing relates to children's self-regulatory skills, and in turn, their early reading and math competencies. Using data from time diaries and direct assessments of self-regulation, prereading, and math skills, this study examined how minutes spent playing at home predict these skills in a sample of 128 children followed from age four to five. Additionally, it considered whether self-regulation explained links between play time and prereading and math. Results showed that the time spent playing positively related to children's self-regulation. Moreover, through its association with self-regulation, play time had indirect effects on prereading and math skills measured one year later. Results suggest that fostering opportunities for play time during the preschool years may help to boost school readiness skills.

The Role of Preschool Dosage and Quality in Children's Self-Regulation Development.

The present study examined how the dosage and quality of the federal preschool program "Head Start" (HS) in the US related to children's self-regulation skills in kindergarten. Using Propensity Score Matching and multiple regression (OLS), this study explored how the number of years and hours a week of HS were related to self-regulation among 2,383 children, who entered the program either at 3 or 4years old. An additional year in HS was significantly positively associated with self-regulation in kindergarten, while the number of hours a week in HS was not. However, the quality of teacher-child interactions moderated the relation between hours a week in HS and self-regulation. Findings contribute to the growing body of evidence about how dosage and quality of early childhood education experiences relate to children's development.

4-6 YAŞ ÇOCUKLARIN ÖZ DÜZENLEME BECERİLERİ İLE ANNE TUTUMLARI ARASINDAKİ İLİŞKİNİN İNCELENMESİ

Bu araştırmanın amacı belirlenen demografik özelliklerin (çocuk yaş, cinsiyet, kardeş sayısı, anne eğitim durumu) ve anne tutumlarının çocukların öz düzenleme becerileri üzerine etkisini incelemektir. Araştırma, nicel araştırma yaklaşımında, korelasyonel araştırma modelindedir. Çalışma grubunu 279 anne oluşturmaktadır. Veriler internet ortamında, ‘Dört-Altı Yaş Çocuklarına Yönelik Öz-Düzenleme Becerileri Ölçeği’ ve “Hamel Anne Tutum Ölçeği” kullanılarak toplanmıştır. Verilerin analizi yapılırken T testi, anova ve korelasyon analizi kullanılmıştır. Bulgulara göre, kardeş sayısı, anne eğitim seviyesi, anne tutumları ve öz düzenleme becerileri arasında anlamlı ilişki olduğu görülmektedir. Anne tutumunu etkileyen faktörlere bakıldığında; çocuk cinsiyeti, yaşı, kardeş sayısı ve anne eğitim seviyesinin anlamlı değişikliğe sebep olduğu bulunmuştur. Çocuğun cinsiyeti, yaşı ve öz düzenleme becerileri arasında anlamlı bir ilişki bulunamamıştır.

Learning to let go: Parental over-engagement predicts poorer self-regulation in kindergartners.

Responsive parenting and parental scaffolding have been shown to foster executive functions (EFs) and self-regulation skills in young children, but could too much parental directive engagement be counterproductive? To answer this question, we examined parental responses when children were demonstrating active on-task behaviors in a community sample of 102 dyads. We measured the time that parents spend actively guiding children's behavior relative to following the child's lead and created a measure of parental over-engagement to index the degree of active parental engagement via positive control/scaffolding behaviors. We hypothesized that parental over-engagement would negatively relate to children's self-regulation and EF skills because it creates fewer opportunities for children to practice self-regulation by leading dyadic interaction with their parents. We used an innovative State-Space Grid method to capture second-to-second changes in parental and child behaviors during a set of structured tasks. We examined the conceptual overlap of over-engagement with the global ratings of parenting, revealing that parental over-engagement was negatively correlated with global ratings of parental scaffolding and unrelated to global ratings of parental sensitivity. Next, we showed that parental over-engagement predicted lower levels of child hot EFs and observed self-regulation, controlling for age, parent education, family income, and global ratings of parenting. The predictive validity of over-engagement was unique to times when the child was actively engaged and was absent when the child was passively engaged. This study contributes to the discussion of how parents can support the development of self-regulation during the transition to elementary school. (PsycInfo Database Record (c) 2021 APA, all rights reserved).