Self-regulation In Young Children Research Articles

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.

Brief report: noise reduction in preschool from a self-regulated learning perspective-implementation of a game-based voice regulation training program.

An 8-week voice regulation training program (VRTP) incorporating everyday activities was implemented in an experimental preschool classroom (EG; n = 34), which was compared with a control preschool classroom (CG; n = 31). The VRTP includes songs, games, and conversations aiming to raise children's awareness of noise levels and teach voice modulation skills. Grounded in the theoretical framework of self-regulated learning, the study's objectives were to evaluate the impact of the VRTP on noise levels, children's self-regulation, and pre-literacy skills. Noise levels were assessed weekly using an electronic noise meter before and during the program. The EG preschoolers demonstrated modest but significant improvements over their pre-VRTP levels of voice modulation, behavioral and emotional self-regulated learning, and pre-literacy skills, in contrast with the CG children. The findings provide evidence that young children's self-regulation may be enhanced in preschool, challenging the field of developmental-educational psychology to consider self-regulated learning during early childhood.

Achievement gaps before school in Singapore: Family SES, parental values and young children's self-regulation

This study examines how family socioeconomic status (SES) shapes the early achievement gap among preschool children aged 3 to 6 (N=2,940, 52% boy, 68% Chinese) in an Asian context. Results based on the Singapore Longitudinal Early Development Study highlight several factors in early childhood that can contribute to the diverging achievement by family SES — parents’ value, investment in children, and children's self-regulation. Higher-SES parents have a higher emotional value and educational expectations of their children, set more boundaries, and are more likely to provide an organized and stimulating home environment and plan for their children's future. Children's self-regulation measured by their ability to delay instant gratification at a young age is positively associated with early cognitive development.

유아의 자기조절력과 아버지의 양육참여도가 어머니 양육스트레스에 미치는 영향

Objectives The purposes of this study were to investigate the general trend of young children's self-regulation, paternal involvement, and maternal parenting stress, examine the relationship among the three variables, and analyze how young children's self-regulation and paternal involvement affect maternal parenting stress. Methods To this end, 213 preschoolers and their mothers from 10 daycare centers in Gyeonggi-do were selected as subjects. SPSS 25.0 program were used to conduct descriptive analysis and Pearson's correlations analysis. Finally, multiple regression analysis was conducted to find out their effects. Results The results of this study showed that the average of young children's self-regulation, paternal involvement, and maternal parenting stress were all higher than the average group, and the self-regulation and paternal involvement were negatively correlated with maternal parenting stress. In addition, when examining the effects of young children's self-regulation and paternal involvement on maternal parenting stress, behavioral inhibition was significantly effective on daily stress, and all sub-factors of the self-regulation were influenced on parental role and distress. Conclusions This study is significant in that it verified the variable that predicts maternal parenting stress with examining the personal variable of preschoolers and parenting environment variable which are currently highlighted, and sorting through the sub-factors of maternal parenting stress.

Preschoolers BMI: Associations with Patterns of Caregivers' Feeding Practices Using Structural Equation Models.

Background: Childhood obesity is a major health concern. Caregivers' feeding practices are modifiable targets of obesity prevention. The study tested two hypotheses: (1) autonomy-promoting feeding practices are associated with lower BMI; and (2) diet mediates the association. We also explored examined whether feeding practices and BMI z-score (BMIz) associations are moderated by child sex, caregiver race, education, family poverty level, and food insecurity. Methods: Cross-sectional study of 437 preschoolers (44.4% girls, 38.2% Black/Other, mean age 48.1 months) and caregivers (90.2% female) from 50 child care centers. Feeding Practices were measured by Comprehensive Feeding Practices Questionnaire, child-size perception by preschooler silhouettes, temperament by the Behavior Rating Inventory of Executive Function, child diet by Young Children Food and Drink Questionnaire, and BMIz by measured weight and height. Latent profile analysis delineated feeding practice patterns. Structure equation modeling assessed the patterns in relationship to BMIz. Mediation and multiple-group analyses were used to assess mechanisms of feeding practice patterns and BMIz association. Results: From the three feeding practice patterns, Controlling, Balancing, and Regulating, Regulating was associated with lower child BMIz (b = -0.09) compared to Controlling. Higher difficult temperament (b = 0.09), higher caregiver BMIz (b = 0.26), and caregiver desire for thinner (b = 0.23) were associated with BMIz (p < 0.05). Evaluations of moderators and mediators were not significant. Conclusions: Comprehensive feeding practices support family factors related to child BMIz. Longitudinal research is needed to examine temporal associations between feeding practices and BMIz, with attention to autonomy-supporting practices, promotion of young children's self-regulation, and caregivers' perceptions of child temperament and size. Trial Registration: NCT03111264.

Metacognition and self-regulation in young children: does it matter if metacognitive experiences are communicated?

ABSTRACT This study investigated six-year-old children’s metacognitive and self-regulatory processes during task engagement and their relations to children’s online metacognitive experiences, particularly feelings of difficulty (FOD). Sixty first graders (57% boys; M age: 6.2 yr., SD = 3 months) were individually interviewed. They were engaged in an ecological and challenging graphic task. Based on C.Ind.Le Coding Scheme, the present study took into account indicators of metacognitive knowledge (i.e., knowledge of persons, tasks and strategies), metacognitive regulation (i.e., planning, monitoring, control and evaluation) and emotional and motivational regulation (i.e., emotional and motivational monitoring and control). Moreover, children’s spontaneous comments of FOD were coded. Results showed that the communication of the FOD were significantly associated with the deployment of metacognition and self-regulation, with the exception of planning. The communication of FOD during the task allowed children to mobilize resources and to achieve their goals. Indeed, children who displayed higher evidence of metacognition and self-regulation felt that the task would be difficult but that they would be able to solve it. We discuss the importance of promoting and hearing the children’s voices and judgments about their metacognitive experiences to solve the activities in educational contexts.

Using Mindfulness-Based Interventions to Support Self-regulation in Young Children: A Review of the Literature.

The COVID-19 pandemic has caused a rise in stress, mental health concerns, and externalizing behaviors in children and their caregivers across the globe and illuminated the need to reduce stress levels and support self-regulation skills in even the youngest of children. The goal of this literature review is to describe what research has shown about the use of mindfulness-based interventions (MBIs) to support young children’s self-regulation in early childhood settings. A total of 18 research studies conducted between 2010 and 2021 were identified. The main purposes of the studies reviewed were to examine the effects of MBIs on the development of emotional, behavioral, and cognitive self-regulation. Results showed that teachers generally found mindfulness practices feasible, acceptable, and effective in their classrooms. Although MBIs were found to have mixed effects on self-regulation in young children, positive effects on self-regulation were significantly greater for children in need of additional support, including those with difficulties or delays in developing self-regulation skills. The current review found a wide variety of MBIs used in early childhood settings globally. The results of this review suggest that teaching mindfulness practices to young children and their caregivers can both support the development of self-regulation of young children and foster socially and emotionally healthy environments in which this development can occur.

The Role of Regulation and Emotional Eating Behaviour in the Early Development of Obesity.

The purpose of our research was to explore the role of both parents’ use of behavioural regulation with food and children’s emotional self-regulation in young children with and without overweight/obesity. For this purpose, 123 participants (n = 62 boys and n = 61 girls) were recruited and classified into two groups by their Body Mass Index (BMI, non-overweight vs. overweight/obese) and into two age groups (four years and seven years). The children’s parents/primary caregivers completed two scales of the Childhood Obesogenic Behaviours’ Questionnaire (COBQ). The participants were measured and weighed to calculate their BMI to identify overweight, obesity, and non-overweight. The results showed that the means for children who were obese/overweight were significantly higher than those of children who were non-overweight for both the parents’ behavioural regulation scale (non-overweight: M = 1.80, SD = 0.69; overweight/obesity: M = 2.94, SD = 0.85) and the child’s emotional overeating scale (non-overweight: M = 1.47, SD = 0.56; overweight/obesity: M = 2.65, SD = 0.87). No statistically significant differences were found related to age (4 and 7 years), indicating that the potential impact of obesogenic behaviours starts early in development. Similarly, no differences by gender were found. Due to the implications of obesity for physical and mental health, and the high probability of maintaining this overweight status in the long term, family-based interventions to prevent obesity are highly advisable from birth.

The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children.

The measurement of self-regulation in young children has been a topic of great interest as researchers and practitioners work to help ensure that children have the skills they need to succeed as they start school. The present study examined how a revised version of a commonly used measure of behavioral self-regulation, the Head-Toes-Knees-Shoulders task (HTKS) called the HTKS-R, and measures of executive function (EF) was related to academic outcomes between preschool and kindergarten (ages 4–6years) in a diverse sample of children from families with low income participating in Head Start in the United States. Participants included 318 children (53% female; 76% White; and 20% Latino/Hispanic) from 64 classrooms in 18 Head Start preschools who were followed over four time points between the fall of preschool and the spring of kindergarten. Results indicated that children with higher HTKS-R scores had significantly higher math and literacy scores at all-time points between preschool and kindergarten. The HTKS-R was also a more consistent predictor of math and literacy than individual EF measures assessing inhibitory control, working memory, and task shifting. Parallel process growth models indicated that children who had high initial scores on the HTKS-R also had relatively higher initial scores on math and literacy. In addition, growth in children’s scores on the HTKS-R across the preschool and kindergarten years was related to growth in both children’s math and literacy scores over the same period independent of their starting points on either measure. For the HTKS-R and math, children’s initial scores were negatively associated with growth over the preschool and kindergarten years indicating that lower skilled children at the start of preschool started to catch up to their more skilled peers by the end of kindergarten.

Parenting E-book: Coping Early Childhood Education Problems During Learning from Home

Parenting E-book: Coping Early Childhood Education Problems During Learning from Home

Language, Aggression, and Self-Regulation in Young Children

Aggression in early childhood has been found to predict negative outcomes later in life, including delinquency and psychopathology. The present study explored associations between young children’s language, self-regulation, and physical aggression. A community sample of 126 preschool children aged 3 to 6 years ( M = 4.87 years, SD = 0.87; 59% boys) and their mothers participated in the study. Children’s physical aggression and self-regulation were measured by the parents’ report. Children completed measures of intelligence and language. Their language abilities negatively predicted physical aggression. Children’s self-regulation—specifically, inhibitory self-control and emergent metacognition—mediated the relationship between language and physical aggression. The results suggest that, among young children, physical aggression is related to an understanding of language meaning and how that understanding is used to interpret and communicate. The specific language delays implicated may lead to physical aggression through a lag in inhibitory self-control and emergent metacognition. Implications of these findings for assessment and early intervention are highlighted.

Relations of Maternal Depression and Parenting Self-Efficacy to the Self-Regulation of Infants in Low-Income Homes.

There is increasing recognition that young children's self-regulation provides a foundation for overall wellness later in life. Yet, infants reared in poverty may exhibit less-developed self-regulation compared to their more advantaged peers. Factors associated with poverty that may influence early self-regulation include maternal depression and parenting self-efficacy. However, few researchers have examined how both parenting self-efficacy and maternal depression may affect young children's self-regulation. The purpose of this study was to investigate the associations among maternal depression, parenting self-efficacy, and infant self-regulation for a racially diverse sample of 142 mother-infant dyads living in low-income households in the United States. Maternal depressive symptomatology was determined with the Edinburgh Postnatal Depressive Scale. Parenting self-efficacy was determined with a self-report measure, reflecting caregivers' mindset or feelings reflecting competency as a parent of an infant. Infant self-regulation was measured by parental report of the Infant Behavior Questionnaire Short Form Effortful Control subscale. While maternal depressive symptomatology and self-efficacy were directly and significantly correlated with infant self-regulation, results of a mediation model suggested that parenting self-efficacy mediated the relationship between maternal depressive symptomatology and infant self-regulation. Lower maternal depressive symptomatology predicted better parenting self-efficacy, in turn predicting better infant self-regulation. This study increases our understanding of how early factors shape the self-regulation of infants reared in low-income homes - highlighting the potential role of targeting parenting self-efficacy for parenting interventions for mothers experiencing depressive symptoms.

Parenting Strategy for Enhancing Children’s Self-Regulated Learning

Parenting Strategy for Enhancing Children’s Self-Regulated Learning

The Effects of physical game activity using a tool on young children's creative art expression ability and self-regulation

The Effects of physical game activity using a tool on young children's creative art expression ability and self-regulation

Effects of a Prenatal Depression Preventive Intervention on Parenting and Young Children's Self-Regulation and Functioning (EPIC)

Effects of a Prenatal Depression Preventive Intervention on Parenting and Young Children's Self-Regulation and Functioning (EPIC)

Pairing Feeding Content With a Nutrition Education Curriculum: A Comparison of Online and In-Class Delivery

ObjectiveTo develop a childhood obesity prevention program, Food, Feeding and Your Family (FFYF), which encourages eating self-regulation in young children. This article describes the research methods for FFYF. Activities that will be used to guide the development of the program are illustrated in a logic model. DesignA randomized control trial will be conducted with participant groups randomized into 1 of 3 conditions: (1) in-class delivery of feeding content and nutrition education, (2) online delivery of feeding content and in-class delivery of nutrition education, and (3) nutrition education only. Assessments will be collected at baseline, program completion, and 6 and 12 months after completion of the program. SettingStudy will be conducted through the Expanded Food and Nutrition Education Program in Colorado and Washington State. ParticipantsParents with 2- to 8-year-old children will be recruited from affiliated community agencies, 540 participants across both states. InterventionsFFYF derives content from an empirically validated parental feeding program, Strategies for Effective Eating Development, and will be administered with Eating Smart • Being Active, an evidence-based, nutrition education curriculum. Main Outcome MeasuresParents will report on feeding practices, child eating behaviors, feeding styles, and acculturation. AnalysisBecause of the nested nature of the data, multilevel analyses will be used: time points, within parents, and within groups.

Self-regulation and co-regulation in early childhood – development, assessment and supporting factors

The development of self-regulation represents one of the hallmarks in early childhood. This special issue addresses important questions regarding the assessment and development of self-regulation, as well as influencing factors in early childhood: (1) How can self-regulation be assessed in early childhood? (2) How can parents support the development of self-regulation at this age? (3) How do parent and child beliefs contribute to the development of self-regulation in young children? Targeting the first question, Mulder et al., Metacognition and Learning (2019) explore the dynamics of self-control strategies during delay of gratification in two- and three-year-old children. Neale and Whitebread, Metacognition and Learning (2019) emphasize the second question by analysing the stability of maternal scaffolding across toys and time with 12 to 24 month old infants and its relation to effortful control. Gartner et al., Metacognition and Learning, 13(3), 241-264 (2018) contribute to the second and third question with their work on the relation of parents’ self-efficacy beliefs and co-regulation behaviour to child inhibitory control in two-year-old toddlers. The third question is also addressed by Compagnoni et al., Metacognition and Learning (2019), who report on the validation of a self-report instrument for assessing mindsets in kindergartners and its relation to self-regulation. The commonalities and differences among the four papers, and their empirical and theoretical contributions to the rising field of self-regulation research in early childhood are discussed by Claire Hughes, Metacognition and Learning (2019) and Nancy Perry, Metacognition and Learning (2019). This special issue constitutes an important step towards an understanding of the interplay of self-regulation with child and parent characteristics in early childhood.

Altruistic self-regulation in young children

We investigated whether children would be willing to sustain delaying their own gratification in order to benefit someone else. We used a modified version of the classic “marshmallow task,” in which children must sustain delaying gratification in the presence of the immediate reward for an unspecified amount of time in order to receive a larger reward later. Children were assigned to one of three conditions. In the Self condition, children were given a food item and were told that if they waited to eat it, they would receive a second food item. In the Prosocial condition, children also were given a food item but were told that if they waited to eat their food item, another child would get a food item. In the Nonsocial Control condition, children were given a food item but were told that waiting to eat it would not benefit anyone. We found that children waited significantly longer in both the Self and Prosocial conditions than in the Nonsocial Control condition, and children’s wait durations in the Self and Prosocial conditions were not significantly different. Our results suggest that children are willing to engage in effortful self-regulation in order to benefit another child.

Developmental differences in young children's self-regulation

This paper explores self-regulatory development in young children. Research suggests developmental differences in the acquisition of self-regulation, which could inform self-regulatory training at different ages. Most of this research focuses on very young children's (younger than 5) or older children's (aged 9+) self-regulation during academic tasks. This paper takes an innovative approach and investigates self-regulatory development in children aged 6 and 8 years old, in a developmentally appropriate and natural context: musical play. The findings indicate a quantitative increase in regulatory behaviours with age. A significantly higher increase is reported in monitoring, planning, and emotional/motivational monitoring compared to other regulatory behaviours. Socially-shared regulation shows steeper development than self-regulation and co-regulation. Regulatory abilities initially have a domain-specific element but gradually become fully general. These results have significant educational implications: instruction and training of self- and socially-shared regulation skills should start before the age of 8, and tackle a diversity of tasks.

Zero-Inflated Regime-Switching Stochastic Differential Equation Models for Highly Unbalanced Multivariate, Multi-Subject Time-Series Data.

In the study of human dynamics, the behavior under study is often operationalized by tallying the frequencies and intensities of a collection of lower-order processes. For instance, the higher-order construct of negative affect may be indicated by the occurrence of crying, frowning, and other verbal and nonverbal expressions of distress, fear, anger, and other negative feelings. However, because of idiosyncratic differences in how negative affect is expressed, some of the lower-order processes may be characterized by sparse occurrences in some individuals. To aid the recovery of the true dynamics of a system in cases where there may be an inflation of such "zero responses," we propose adding a regime (unobserved phase) of "non-occurrence" to a bivariate Ornstein-Uhlenbeck (OU) model to account for the high instances of non-occurrence in some individuals while simultaneously allowing for multivariate dynamic representation of the processes of interest under nonzero responses. The transition between the occurrence (i.e., active) and non-occurrence (i.e., inactive) regimes is represented using a novel latent Markovian transition model with dependencies on latent variables and person-specific covariates to account for inter-individual heterogeneity of the processes. Bayesian estimation and inference are based on Markov chain Monte Carlo algorithms implemented using the JAGS software. We demonstrate the utility of the proposed zero-inflated regime-switching OU model to a study of young children's self-regulation at 36 and 48months.