Development Of Self-regulation Research Articles

Transactional linkages between parenting behaviors and child executive functions and self-regulation from early childhood to adolescence

Research on the development of executive functions (EFs) and self-regulation (SR) has focused heavily on the early childhood years, when these abilities first emerge. Less is known in comparison about how these abilities develop through adolescence, and how contextual factors, such as parenting, influence their development in later years. Using longitudinal data from the Study of Early Child Care and Youth Development (SECCYD), we used random intercept cross-lagged panel modeling (RI-CLPM) to examine the bidirectional linkages between three parenting behaviors (i.e., autonomy support, supportive presence, hostility), child EFs (i.e., working memory, inhibitory control) and child SR outcomes, from early childhood to adolescence. Parenting in early childhood was significantly associated with change in child EFs from early to middle childhood, but not from middle childhood to adolescence. Specifically, greater autonomy support in early childhood was associated with stronger child working memory and inhibitory control in middle childhood; greater supportive presence in early childhood was associated with stronger child working memory in middle childhood; and higher rates of hostility in early childhood were associated with weaker child inhibitory skills in middle childhood. Reciprocal effects of child EF and SR on parenting were also observed. Specifically, stronger child inhibitory control in early childhood was associated with less hostility in middle childhood, and stronger child self-regulation in middle childhood was associated with greater supportive presence in adolescence. Accounting for lagged and stability effects, there was significant residual covariance between parenting behaviors and child SR in adolescence, suggesting that parenting continues to be associated with the development of SR skills through adolescence. Understanding reciprocal linkages between parenting and child EF/SR through adolescence is critical in developing targeted parenting interventions beyond early childhood to improve children’s outcomes.

ADAPTATION MECHANISMS ARE USED BY THE BODY OF STUDENTS FOR RECOVERY AFTER PHYSICAL EXERTION

The study of the morphofunctional features of the body's adaptation to constantly changing living conditions is considered one of the most important problems of biology and medicine today. The effectiveness of adaptive processes in the body is the primary basis of good health and high productivity. Therefore, the resolution of the unexplained issues of this problem is important for the prevention and treatment of diseases, the search for effective rehabilitation measures. Knowledge of the laws of adaptation of the human body (athlete) to physical exertion is an objective prerequisite for the effective use of physical exercises in the rationalization of physical training aimed at preserving and strengthening people's health, increasing their work capacity, and implementing a genetically programmed longevity program. The defining function of muscle activity is the function of active adaptation of the body to constantly changing environmental conditions. The ultimate goal of this active adjustment is to maintain internal constancy environment, expanding the homeostatic limits of individual physiological constants, ensuring highly productive activity. The most effective means of adaptive change of a person's own nature is systematic physical training. High perfection of mechanisms of neurohumoral regulation functions; optimization of inter-system and intra-system connections; high development of self-regulation in the activity of functional systems. There is a direct relationship between the power of work and the perfection of mechanisms of regulation of functions: the more intensively the body functions under conditions of physical exertion, the greater the tension of regulatory systems; the more perfectly function regulation systems function, the body will be able to develop greater work capacity [1].

A challenge to the expected: Lack of longitudinal associations between the early caregiving environment, executive functions in toddlerhood, and self-regulation at 6 years.

Previous research and theory indicate an importance of the quality of the early caregiving environment in the development of self-regulation. However, it is unclear how attachment security and maternal sensitivity, two related but distinct aspects of the early caregiving environment, may differentially predict self-regulation at school start and whether a distinction between hot and cool executive function is informative in characterizing such predictions through mediation. In a 5-year longitudinal study (n=108), we examined these associations using measures of maternal sensitivity and attachment security at 10-12 months, executive function at 4 years, and self-regulation at 6 years. Surprisingly, and despite methodological rigor, we found few significant bivariate associations between the study variables. We found no credible evidence of a longitudinal association between maternal sensitivity or attachment security in infancy and self-regulation at 6 years, or between executive function at 4 years and self-regulation at 6 years. The lack of bivariate longitudinal associations precluded us from building mediation models as intended. We discuss our null findings in terms of their potential theoretical implications, as well as how measurement type, reliability, and validity, may play a key role in determining longitudinal associations between early caregiving factors and later self-regulation and related abilities. RESEARCH HIGHLIGHTS: The early caregiving environment has been implicated in the development of later self-regulation, which includes more basic skills, such as hot and cool executive functions (EF). In a 5-year longitudinal study, with a sample of 108 children, we rigorously measured aspects of early caregiving, EF, and self-regulation. We found no significant longitudinal associations between early caregiving and self-regulation at 6 years, nor between EF at 4 years and self-regulation at 6 years. These null results highlight the complexity of modeling self-regulation development and raise critical questions about general methodological conventions within self-regulation development research.

An adaptation of the KidCOPE: the KidCOPE-parent (KidCOPE-P) – a parent-report measure of child coping strategies

ABSTRACT Objective Understanding how children cope is an important factor in investigating the impact of adversity on child development. With children increasingly experiencing adverse situations – such as the COVID-19 pandemic – having methods of assessing coping strategies is an essential step in supporting self-regulation development. Parent report is a common method of measuring child outcomes, as parents observe children across a range of settings. Thus, the goal of this study was to investigate the reliability and validity of the KidCOPE-Parent form – an adaptation of the original KidCOPE self-report. Methods A sample of 253 children, aged 6–7 years old, across 19 government and catholic schools in Melbourne, Victoria. Results Findings indicate that a two-factor model best fits the data, with the KidCOPE-P demonstrating moderately acceptable reliability and validity. There were some differences in mean scores reported between males and females for items relating to problem-solving, social support, and resignation coping strategies. Conclusion Overall, the KidCOPE-P is moderately suitable for assessing children’s coping strategies, as observed by a parent. Future research is needed to replicate these findings and continue to explore the KidCOPE-P’s reliability as a parent-report measure of child coping strategies.

The Relationship Between High School Students' Perceptions of Role Modeling and Self-Regulation for Science

Role models are key to the development of self-regulation skills. The study aimed to develop a model that shows the relationship between high school students' role-modeling perceptions and self-regulation skills. In the study, the predictive correlation design of the quantitative research method was used. The sample of the study consisted of 362 high school students studying at a public high school and agreeing to participate in the research. The research data were collected with the "Perceived Role Models Scale" and the "Self-regulation Scale for Science". As a result, a model was developed showing that the reproduction, retention, and motivation dimensions of high school students' role modeling perceptions were statistically significant predictors of science self-regulation. This result proved that role models were important in developing high school students' self-regulation skills. Therefore, it could be argued that the development of self-regulation that begins at an early age is a lifelong process. The results of the study can be a reference point for research that will examine the relationship between the sub-dimensions of self-regulation and role modeling perception in depth.

It counts in every single lesson: Between- and within-person associations of teaching quality and student self-regulation

BackgroundThe significant influence that classroom interactions have on the development of students' self-regulation has been acknowledged for a long time. Nonetheless, past research has emphasised their impact on differences in self-regulation amongst students, without considering intra-individual variations. AimsWe examined whether there is a link between average and lesson-level student-perceived teaching quality, which includes student support, classroom management and cognitive activation, and student self-regulation in individual lessons. Moreover, we investigated whether the magnitude of the associations depended on students' dispositional self-regulation. SampleWe analysed data collected from 61 students (recruited sample N = 64 students; Mage = 11.71, SDage = 0.93). MethodsParticipants completed a baseline questionnaire (demographics, dispositional self-regulation) as well as 15 daily diaries in which they reported on their own self-regulation and the perceived quality of teaching in the last lesson of the day. ResultsThe findings revealed positive associations between student support and classroom management, both at the average and lesson level, and student self-regulation in individual lessons. No associations were found between the average and lesson level cognitive activation and students' self-regulation in individual lessons. The aforementioned associations were not moderated by students' dispositional self-regulation. ConclusionsThe findings emphasise the importance of student-perceived teaching quality at both the average and lesson-level for student self-regulation in individual lessons.

The influence of pretend play on the cognitive and emotional development of children 3-4 years old

Introduction. Play is the leading activity of preschool age, and play with an imaginary situation (pretend play) is considered as the most significant type of play for children’s mental development, which allows this type of play to be used in the educational process as a means of teaching and developing preschool children. The purpose of this article was to assess the impact of pretend play on the cognitive and emotional development of children 3-4 years old. We assumed that (1) the play can influence the development of executive functions, imagination and understanding of emotions in children 3-4 years old, (2) the influence of the play can be different depending on which developmental mechanisms it contains more involved. Materials and methods. To test the hypotheses, a training controlled experiment design was developed. As an experimental intervention series of play sessions with an adult were conducted. Before and after the experimental intervention, the level of development of executive functions, imagination and understanding of emotions was assessed. 39 children aged 3-4 years took part in the play sessions. Play sessions were video recorded for later analysis. Results. The data obtained were analyzed in two stages. First, the results of the pre- and post-test in the experimental and control groups were compared. At the second stage, the analysis of video recordings was carried out in order to control the influence of the child's ability to stay in the play context. Thus, the test results of the same children before and after participating in the experiment (Student's paired t-test) were compared. Significant differences were identified in the indicator “Understanding the external causes of emotions” of the Test of Emotion Comprehension and the “Elaboration” of the test for imagination. Analysis of variance with control of the level of development of hot self-regulation in children at the time of participation in the experiment confirmed that the type of experimental exposure is a significant factor affecting the development of the ability to understand the external causes of emotions (F(1.36) = 3.87, p = 0.030, n2 = 0.035). Analysis of video recordings showed that children in both playing conditions to a large extent were involved in the playing and, as expected, in their play there was an emphasis on the meanings of human activity, the relationship between the characters and their feelings. The results of the conducted training experiment as a whole showed a low effectiveness of the pretend play impact even in conditions with active participation of the adult. Conclusion. The age of 3-4 years is the initial stage of the formation of both the pretend play itself, and such mental functions as imagination, self-regulation and understanding of emotions. The results of the training experiment generally showed the low effectiveness of the play influence even in conditions of active participation of the experimenter in the play. We can conclude that when planning to use the play for developmental purposes, it is important to take into account the age and individual zone of proximal development available to the child. This will allow to understand what format of pretend play with and what adult’s interventions will be most effective.

친사회적 그림책 내용 기반 종이접기놀이가 유아의 자기조절능력과 친사회적 행동에 미치는 영향

Objectives The purpose of this study is to develop origami play based on prosocial picture books to develop children's self-regulations and pro-social behavior and to analyze its effects.
 Methods For this purpose, we applied origami play based on the contents of prosocial picture books to 40 4-year-old children (20 experimental group, 20 comparison group) attending kindergarten B in W city, K province, and conducted an experiment to verify its effectiveness. Pre- and post-tests were conducted on the group and comparison group. Data analysis was performed using a t-test using the SPSS 22.0 statistical program.
 Results There were significant differences in self-regulation and its sub-factors, and pro-social behavior and sub-factors between the experimental group that applied origami play based on the content of pro-social picture books and the comparison group that performed origami play based on picture book content related to daily life topics.
 Conclusions Origami play based on prosocial picture book content had a positive effect on the development of children's self-regulation and prosocial behavior. It was confirmed that reading picture books with prosocial content and origami are friendly and accessible educational activities that help young children learn self-regulation and develop pro-social behavior to form harmonious social relationships at home or in educational institutions.

Shut-up Toys for Second Language Learners: Impact of Digital Media on Early Adolescents' Private Speech Production in Individual and Collaborative Tasks.

Researchers, parents, and policymakers from previous generations have recently expressed concern about the inevitable exposure of youngsters to digital media and its potentially detrimental effects on their development. Private speech is the overt audible self-talk people produce when engaged with challenging problem-solving tasks and is believed to aid in second language acquisition as reported (Vygotsky in Thought and language, MIT Press, 1962); (Winsler in Private Speech, Executive Functioning, and the Development of Verbal Self-Regulation, 2009). This qualitative case study explored private speech production in three young adolescents (two 11-year-olds and one 10-year-old) while completing an English as a foreign language task (Bingo! game) individually and collaboratively in physical and digital modes. Patterns of participants' private speech markers emerged from a thematic analysis of the transcribed oral interactions during eight sessions. The frequency of occurrence of the participants' private speech markers was reported and interpreted based on the emergent typology to compare collaborative and individual task completion in physical and digital modes. Regardless of the individual or collaborative nature of the task, private speech use decreased during the digital version of the game. However, collaborative tasks evoked more private speech from the participants regardless of modality. The findings of the study suggest digital media usage is likely to hinder private speech production for self-regulatory purposes in young adolescents, even in collaboration with peers.

The mediating role of child delay of gratification in the link between early and prolonged poverty exposure and adolescent allostatic load

Early and prolonged exposure to poverty disrupts biological processes associated with the body’s stress response system, leading to long-term negative health outcomes, including obesity, autoimmune disorders, and cardiovascular disease. Allostatic load (AL), a composite measure of chronic stress on the body, is a robust predictor of subsequent health outcomes. However, developmental research examining the associations of early poverty exposure with AL in adolescence, as well as the underlying mechanisms of influence is limited. Early poverty exposure also impedes healthy development of child self-regulation, which may increase risk for high AL in adolescence, but this mechanistic pathway has not yet been tested. We used data from the national Study of Early Child Care and Youth Development (SECCYD) to examine the longitudinal associations between prolonged poverty exposure in early childhood (0–3 years) and AL in adolescence (age 15). We also tested the mediating role of child delay of gratification, a behavioral measure of self-regulation (at age 54 months), in the potential association between early poverty exposure and adolescent AL. Accounting for model covariates (i.e., child biological sex and race-ethnicity) and individual differences in child delay of gratification, early and prolonged poverty exposure was significantly associated with higher AL at age 15. The indirect effect through child delay of gratification was not significant, but the individual pathways of the indirect effect were significant, and the overall direct association of early poverty exposure with adolescent AL was significant. Our findings show that prolonged exposure to poverty in early childhood (0–3 years) can have significant negative associations with both child delay of gratification (at 54 months) and AL (at age 15). Given that the detrimental impacts of poverty exposure can be detected at an early age, targeted prevention efforts (e.g., anti-poverty programs such as cash assistance programs) may be able to offset some of the risks of early poverty exposure on self-regulation and AL.

Development of self-regulation of bilingual children and the role of teacher-child interactions

ABSTRACT Bilingualism has been systematically associated with better self-regulatory skills (), however, this advantage does not seem to automatically transfer for most dual language learners. This suggests that there are other contextual factors that are necessary to trigger this advantage. This study examines the role of teacher–child interactions in the development of Spanish-speaking bilingual preschoolers’ self-regulation in an English-speaking context, and how this relation differs between bilingual and English-speaking monolingual children. Our study analyzed a sample of 1656 preschoolers in the U. S. and yielded two salient results (1) Bilingual children demonstrated greater gains in self-regulatory skills than their monolingual peers when in classrooms with high-quality teacher–child interactions. (2) Vocabulary in bilingual children moderated the relation between teacher–child interactions and teacher-reported self-regulation for bilingual children, with bilinguals who had greater vocabulary knowledge benefiting more from classroom interactions. These outcomes hold significant implications for policy makers, given the evolving sociodemographic profile of classrooms globally.

Towards Sustainable Early Education Practices: A Quasi-Experimental Study on the Effects of Kindergarten Physical Education Programs on Fundamental Movement Skills and Self-Regulation in Haikou City, China

Acquiring fundamental movement skills (FMS) in early childhood is linked to long-term engagement in physical activity, promoting lifelong health. Concurrently, the development of self-regulation contributes to fostering socially responsible and empathetic individuals. This study aims to contribute to the sustainable development goals of Good Health and Well-being (Goal 3) and Quality Education (Goal 4) by promoting early education practices that enhance children’s physical and socio-emotional development. This quasi-experimental study, employing a pre/post-test control design, examined the influence of different kindergarten physical education programs on FMS and self-regulation. Participants from a sports-themed kindergarten, ordinary public kindergarten, and non-profit private kindergarten were equally divided into three groups. The “Hello Sunshine” (HS) group followed a ball game-based program; the ordinary physical education (OPE) group’s curriculum had multi-themed physical activities; and the free-play (FP) group as a comparison group (free play) spent their activity time freely playing. Data from a total of 239 children were analyzed, all of whom received identical assessments of fundamental movement skills and self-regulation by the Test of Gross Motor Development-3 (TGMD-3) and the head–toes–knees–shoulders (HTKS) test at baseline and after 10 weeks of the PE curriculum. There was a significant effect of grouping on TGMD-3 composite scores after controlling for the pre-test score (F(2, 235) = 65.232, p < 0.001, Partial η2 = 0.357). The composite score of the HS group was clearly higher than that of the OPE (95% CI:10.72~16.45) and FP (95% CI: 4.16~9.98) groups. A significant group time effect was observed for self-regulation (F(2, 236) = 4.588, p = 0.011, Partial η2 = 0.037). After 10 weeks, the HS group displayed a more significant increase in self-regulation (14.8%) than that in the OPE (9.7%) and FP (14.6%) groups. The ball game-based program exhibited more advantages in promoting fundamental movement skills and self-regulation among the kindergarteners. Overall, this study’s findings highlight the potential benefits of kindergarten physical education programs and underscore the importance of early childhood development, emphasizing its potential to contribute to holistic child development and align with sustainability goals.

Resilience: supporting children's self-regulation in infant and toddler classrooms.

Resilience is a process that develops as a complex transaction as children experience and shape their social-ecological contexts. The dynamic development of self-regulation is an aspect of resilience that has received increased attention as a key mechanism predicting a variety of important short- and long-term outcomes. The current study examined how the self-regulation skills of infants and toddlers in a classroom could potentially shape classroom interactions and quality which, in turn, could potentially shape the development of self-regulation skills of the individual infants and toddlers enrolled in the classroom across an early childhood program year. The unique contribution of this study is the focus on a critical component of resilience, self-regulation, in an understudied age group, infants and toddlers, in an important and understudied context, the infant-toddler early childhood classroom. Data are from a statewide evaluation of early childhood programs serving children birth to age 3 growing up in low-income contexts. Multi-level mediation models were employed to examine the mediation effect of classroom quality between classroom-level self-regulation and individual children's gain in self-regulation over a year. We found a significant indirect path. The results showed that classroom-level self-regulation skills demonstrated by infants and toddlers in the fall predicted higher levels of teachers' implementation of three important aspects of classroom quality - support for social-emotional, cognitive, and language development - in the winter. We also found that higher levels of teachers' support for social-emotional, cognitive, and language development associated with children's increased growth in self-regulation skills from fall to spring. The direct path from classroom-level self-regulation demonstrated in the fall to individual children's gain in self-regulation was not significant. These findings, unique due to the focus on infants and toddlers in a classroom context, are discussed within the larger body of existing self-regulation research conducted with older children and prevalent theories outlining developmental mechanisms. Implications for both infant-toddler classroom practices and future research are addressed. Relative to practice, our findings have implications for informing how the development of self-regulation, an important component of resilience, can be supported in the youngest children, infants and toddlers, specifically those enrolled in center-based classrooms serving young children growing up in families with low incomes. We focus on the need to improve the support and professional development of infant-toddler teachers which, in turn, can improve classroom quality and foster resilience in infants and toddlers. Relative to research, our use of a relatively new measure of infant-toddler classroom quality, the Quality of Care for Infants and Toddlers (QCIT), shows how this tool can expand infant-toddler research, a need in the current literature. Future research using different measures, designs, analytical strategies, and diverse samples and contexts is needed to further explain very young children's development of self-regulation, a critical component of resilience.

Parental self-regulation and engagement in emotion socialization: A systematic review.

Parental emotion-related socialization behaviors (ERSBs)-including reactions to emotions, emotional expressiveness, and emotion-related discussion-can foster or hinder children and adolescents' self-regulation development. Toward a goal of identifying specific mechanisms by which children and adolescents develop skillful, adaptive self-regulation or, conversely, self-regulation difficulties and psychopathology, it is crucial to identify processes that shape and maintain parental engagement in ERSBs. This present study is a systematic review of the associations between parental self-regulation and three different ERSBs (reactions to emotions, emotional expressiveness, and emotion-related discussion), building upon research that posits parental top-down self-regulation (i.e., emotion regulation, executive function, and effortful control) is critical for parenting behavior. Fifty-three studies were identified for inclusion. All but four of these studies were cross-sectional, limiting conclusions that could be drawn regarding whether parental self-regulation is associated with ERSBs over time. Studies used a wide range of methods (e.g., self-report, physiological assessment, observer ratings) to assess both parental self-regulation and ERSBs, rendering a meta-analysis premature. Across studies included in the review, parental self-regulation was positively associated with supportive ERSBs and negatively associated with unsupportive ERSBs. Future directions for research and implications for translational efforts are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

СВЯЗЬ ТИПА СЕМЕЙНЫХ ОТНОШЕНИЙ С РАЗВИТИЕМ КОМПЕТЕНЦИИ САМОРЕГУЛЯЦИИ ДЕВИАНТНЫХ ПОДРОСТКОВ

The article presents the results of a study of the development of self- regulation competence and the type of family relationships in adolescents with deviant and normative behavior. 113 families took part in the study, including 55 prosperous families with adolescents of normative behavior and 58 dysfunctional families with adolescents of deviant behavior under the patronage control of the Municipal Budgetary Institution City Prevention Center "Teenager", Izhevsk. It was revealed that the levels of development of self-regulation and its regulatory processes in adolescents with deviant behavior are qualitatively different from their normally developing peers. It is shown that family relationships affect the level of development of self-regulation competence in deviant adolescents and can become a prerequisite for the formation of specific regulatory features of conscious self-regulation, which will act as resources for achieving / not achieving educational, personal goals, self-activity, socialization and success in various activities. A significant multidirectional relationship was found between the type of family relationships and the development of self-regulation competence in deviant and normative adolescents. The data obtained can be used when working with deviant adolescents and their families in educational organizations and social services.

The specifics of the formation of arbitrary self-regulation in preschool children with mental retardation

The article presents a theoretical analysis of the phenomenon of the formation of arbitrary self-regulation in ontogenesis. The difficulties associated with the development of arbitrary self-regulation in preschool children with mental retardation are analyzed. The classification of psychophysiological peculiarities of children with mental retardation in preschool age and their influence on the formation of self-control and readiness for educational activities is given. Based on the study and analysis of sources, the importance of the development of voluntary self-regulation in preschool age in children with mental retardation has been established. The assumptions about the sensitivity of preschool age in the formation of arbitrariness and self-control are substantiated.

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.

Self-regulation Development in Disabled People with Mental Disorders in the Process of Rehabilitation Using Auditory Correction

The article discusses the problem of self-regulation of young disabled people with mental disorders in the process of complex rehabilitation with the use of audio correction. Insufficient formation of various structural components of self-regulation of young people with mental disorders is noted. The importance of audio correction technologies for activating not only intellectual functions, optimizing mental state, but also the development of self-regulation of behavior and activity is emphasized. The purpose of the article is to study the dynamics of self–regulation of young people with mental disorders during complex rehabilitation with the use of audio correction. Methodology and methods of research. The study of self-regulation of young people with mental disorders was carried out during the implementation of the program of correctional and developmental assistance “Vozrozhdenie” using the technology of audio correction “RuListen” in a rehabilitation center. The study involved 72 people with mental disorders aged 18 to 40 years. To study the self-regulation of young people with disabilities, conversation, observation during a conversation and performing diagnostic tasks, a survey, an experiment, and a questionnaire of people from the immediate environment were used. At the ascertaining and control stages of the study of self-regulation of young disabled people with mental disorders, the following methods were used: “Well-being. Activity. Mood”, “Questionnaire of actual mental state”, “Test of color choices”. The results of the study. The results of the study indicate a positive dynamics of self-regulation in the disabled of working age in the process of applying the audio correction “RuListen” in combination with other methods of psychological correction in the process of complex rehabilitation in a specialized institution. Conclusion. The development of self-regulation among young disabled people of working age with mental disabilities will contribute to their positive socialization, integration into society, development of communication skills, successful self-realization in professional activities.

Using Non-Violent Discipline Tools: Evidence Suggesting the Importance of Attunement.

Training in non-violent discipline is important to prevent violence against children and ensure that their caregivers remain a safe base for them. This paper aims to deepen understanding of non-violent discipline by exploring attunement as a mechanism in the effectiveness of non-violent discipline tools. Attunement describes the sensitive responsiveness of caregivers towards their children and has been found to be central to the formation of secure attachment bonds and development of self-regulation. It includes understanding or being "in tune with" the child's needs and signals, matching these with appropriate responses. The objective of this paper is to explore attunement in relation to non-violent discipline. Peer-reviewed systematic reviews previously included in a systematic overview of evidence on non-violent discipline options were screened for information relevant to attunement. All reviews were published in English between 1999 and 2018 and offered evidence on at least one non-violent discipline tool. Although no reviews explicitly addressed attunement, evidence was found suggesting its importance in the use and effectiveness of discipline methods. Research directly investigating attunement in discipline is needed.

Development of Executive Functions in Preschoolers with Different Sibling Positions

The development of the executive functions in older preschoolers largely determines their subsequent successful adaptation and schooling. The purpose of the research is to identify the developmental features of the executive functions in older preschoolers with different sibling positions. The relevance of the theme is due to the growing number of children with insufficient development of self-regulation. The study involved 393 preschoolers attending senior groups of kindergartens: 153 - single children in the family, 99 - oldest, 21 - middle, 110 - youngest children, 10 - twins). The levels of development of the participants’ executive functions were determined using three subtests of the neuropsychological complex NEPSY II (“Inhibition”, “Sentences Repetition” and “Memory for Design”) as well as the “Dimensional Change Card Sort” technique by F. Zelazo. It was revealed that auditory-speech memory is best developed in the oldest children in the family. The results obtained make it possible to suggest a different structure of connections between different components of executive functions in children with different sibling positions. The level and structure of the developed executive functions in the single and youngest children in the family are more similar to each other than in the oldest and single children or in the oldest and youngest ones.