Self-regulation In Young Children Research Articles

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.

Promoting Self-Regulation in Young Children: The Role of Parenting Interventions.

Self-regulation is a foundational skill in childhood and underpins various positive and negative outcomes throughout childhood, adolescence and into adulthood. Parents and the way they parent their children play a key role in the development of young children's self-regulatory capacity. However, there is limited evidence for the effectiveness of parenting interventions on child self-regulatory outcomes. This paper provides an overview of the role of parenting in the development of child self-regulation and a summary of the evidence base for parenting interventions to promote self-regulation in children under age eight, focusing on infancy, the toddler/preschooler period, and early school-age. We conclude by examining the gaps in this field of research and providing directions for future research.

The developmental mechanisms of self-regulation in young children

The developmental mechanisms of self-regulation in young children

Parental warmth and harsh discipline as mediators of the relations between family SES and Chinese preschooler’s inhibitory control

This study aimed to investigate the association between family socioeconomic status (SES) and child inhibitory control, and whether this association would be mediated by parental warmth or harsh discipline. Two hundred seventy-three Chinese preschool-age children and their mothers and fathers participated. Parental warmth and harsh discipline were assessed by father-report and by mother-report, respectively. Child inhibitory control was assessed by laboratory tasks and mother-report. Results of structural equation modeling suggested that higher family SES was associated with child better inhibitory control, and maternal but not paternal warmth or harsh discipline played partial mediating roles in this association. The findings highlight the importance of determining particular family ecology that impedes the development of self-regulation in young children, and also provide encouraging support for interventions targeting parenting practices as a vehicle to improve children’s developmental outcomes.

Cortisol stress reactivity moderates the effects of parental corporal punishment on Chinese preschoolers' executive function.

To date whether the effects of parental corporal punishment (CP) on executive function (EF) distinct components are different is less clear. Moreover, theory and empirical work suggest that physiological regulation system may help to explain the individual differences in the developmental outcomes associated with parental CP. This study examined the effects of parental CP on Chinese preschoolers' EF and whether the cortisol stress reactivity would moderate such effects. One hundred and fifty-two preschool-aged children and their parents from Beijing China participated in the present study. Parental CP was reported by fathers and mothers respectively in the first year of the study (2015, spring), and children's EF was assessed and salivary cortisol was collected in the second year (2016, spring). Both paternal and maternal CP were negatively correlated with children's EF one year later, and the relation between maternal, but not paternal CP and children's EF was moderated by cortisol stress reactivity. Specifically, compared to children with high cortisol stress reactivity levels, children with low cortisol stress reactivity levels who experienced maternal CP in the past year showed poorer global EF and working memory. Findings highlight the critical importance of examining the interactive effects of individual physiological level and environmental-level risks on young children's self-regulation outcomes.

"유아의 자기조절능력에 미치는 유아의 기질과 어머니 스트로크의 상대적 영향력"

"유아의 자기조절능력에 미치는 유아의 기질과 어머니 스트로크의 상대적 영향력"

Self-regulation mitigates the association between household chaos and children's behavior problems

Given the potential negative effects that early childhood behavioral problems have on later development, it is important to elucidate risk and protective factors. This study examined household chaos as a predictor of externalizing and internalizing problems among young children from low-income families. Additionally, self-regulation was examined as a moderator of the association between chaos and behavior problems. One hundred young adult mother-toddler dyads participated. Moderation analyses indicated that self-regulation buffered the association between household chaos and child behavior problems. Specifically, greater household chaos was associated with more behavior problems, but only among children with poorer self-regulation. Notably, this pattern was observed for both externalizing and internalizing problems. These findings suggest that early interventions targeting young children's self-regulation skills could help prevent behavior problems among children living in chaotic home environments.

The relationship between the mothers' family of origin representation of attachment and young children's self-regulation: The mediating roles of mothers' parenting behaviors

본 연구는 어머니의 원부모 애착표상과 유아의 자기조절력과의 관련성을 알아보고 어머니의 양육행동이 매개역할을 하는지 검증하고자 하였다 연구대상은 만 세 세 유아 명과 유아의 어머니 명 그리고 담임교사 명을 대상으로 어머니의 애착표상 및 양육행동 유아의 자기조절력에 대해 분석하였다 연구결과 어머니의 배경변인인 연령 학력 직업 경제수준에 따라 유아의 자기조절력은 유의한 차이가 있었다 어머니의 원부모에 대한 애착표상 어머니 양육행동 유아의 자기조절력간의 상관관계를 분석한 결과 유의한 상관이 있는 것으로 나타났다 어머니의 원부모에 대한 애착표상이 유아의 자기조절력에 영향을 미칠 때 어머니의 양육행동이 매개역할을 하는가를 살펴본 결과 어머니의 애정적 양육행동독립성지향 양육행동은 어머니의 원부모 애착표상과 유아 자기조절력간의 관계에서 부분매개하는 것으로 나타났다 이와 같은 연구를 바탕으로 부모 역할의 중요성을 강조하고 관련변인들과의 관계에서 그 역할을 입증할 수 있었다.The purpose of this study is to investigate the relationship between the maternal parental attachment representation and the self-control capability of young children, and to examine whether mother s parenting behavior plays a mediating role in this relationship. A total of 239 infants and their mothers (239), as well as 38 homeroom teachers were selected as the subjects of the study to analyze their attachment expressions, parenting behaviors, and children s self-control capability. The results of this study show that there is a statistically significant difference in the children s self-control capability according to the mother s background variables such as age, education level, occupation, and income level. In addition, a significant correlation was observed between the maternal attachment indices, the maternal parenting behavior, and the children s self-control capability. The results of this study are as follows. First, the mother s affectionate rearing behaviors and independence-oriented rearing behaviors were partially mediated by the relationship between the maternal parental attachment expression and the infant’s self-regulation. Based on these researches, the author was able to prove the role of parents in relation to the related variables, thereby highlighting the significance of parental roles.

유아의 기질, 어머니의 심리적 통제, 교사의 훈육방식이 유아의 자기조절능력에 미치는 영향

유아의 기질, 어머니의 심리적 통제, 교사의 훈육방식이 유아의 자기조절능력에 미치는 영향

Maternal Behavior and Socioeconomic Status Predict Longitudinal Changes in Error-Related Negativity in Preschoolers.

The development self-regulation has been called a primary task of childhood. One system of self-regulation, self-monitoring, is indexed at the level of neural activity as early as preschool as the error-related negativity (ERN). However, how context elicits developmental changes in neural processes of self-monitoring like the ERN is not well understood. Here, socioeconomic status (SES) and parenting were tested as environmental influences on ERN development between ages 3 and 4 (N=119). Results showed the expected increases in ERN between ages 3 and 4 only when both maternal sensitivity and SES were high. This work demonstrates the importance of considering the early environment in order to understand the development of a neural process supporting self-regulation in young children.

Fostering Oral Hygiene Habits and Self-Regulation Skills: An Intervention With Preschool Children.

The purpose of this study was to evaluate a program to promote self-regulation for self-care skills in preschool-aged children focused on oral habits and good oral health. Participants were 210 Mexican children aged 4 to 5 years who attended the Children's Assistance Community Centers (CAIC in Spanish). Findings showed that children who participated in the program, compared with those who did not, decreased significantly the teeth-bacteria plaque. The former also improved their self-regulation skills and dental hygiene habits. Data highlighted the key role of close adults in promoting young children's self-regulation for self-care focusing on dental hygiene habits.

Children’s sports participation and self-regulation: Bi-directional longitudinal associations

Early self-regulation is essential to positive life outcomes and sports are speculated to generate self-regulatory improvements. Preliminary research supports this assertion, showing some sports might yield short-term self-regulatory improvements and elite athletes tend to excel in cognitive functions underlying self-regulation. What remains unclear is whether sports improve self-regulation or better self-regulators engage in sport. We investigated whether sport participation in early childhood (4–5 years) predicted change in children’s self-regulation two years later; and early self-regulation (4–5 years) predicted change in sports participation two years later. Data were drawn from the Longitudinal Study of Australian Children, which consisted of 4385 children with valid sports participation data at age 4–5 years. Self-regulation was indexed by parent-, teacher-, and observer-report data. Results indicated that young children who participated in individual sports demonstrated marginally but significantly higher self-regulation than those who did not participate. Participation in team sports did not predict change in self-regulation. Moreover, children with poor self-regulation were less likely to participate in sports. The findings provide partial support for hypotheses of bidirectional associations between sport participation and self-regulation in young children.

The relationship between young children's happiness, self-regulation, and preschool adjustment ability

The relationship between young children's happiness, self-regulation, and preschool adjustment ability

Young Children's Spontaneous Manifestation of Self-Regulation and Metacognition during Constructional Play Tasks

The value of self-regulation for academic achievement is well established. Thus it is paramount to understand how these abilities are developed throughout childhood and to develop research methodologies appropriate to the abilities of young children. In light of this need, we analyzed performances of primary school children in two constructional play tasks: The Train Track Task (TTT) and the LEGO® Building Task (LBT). We asked: To what extent do young children manifest spontaneous self-regulatory abilities during constructional play tasks? To what extent is the manifestation of these abilities task dependent? The sample consisted of 106 children in Year 1 to 5 in the United Kingdom (i.e., aged 5 to 10 years). All participants were given the same tasks and were video-recorded. Clips were coded following the MetaSCoPE coding scheme. Results show that the different components of self-regulation do develop between Years 1 and 5 but not at a constant pace. Findings reveal inconsistency regarding the question of whether self-regulation abilities are task dependent. Our findings hold practical implications: Constructional play tasks are good opportunities to reveal young children's self-regulation abilities in class. The development of teachers’ awareness may help to better understand children's cognitive, affective, and social development and to adjust learning activities to the needs of young individuals.

Parent-Child Interaction, Self-Regulation, and Obesity Prevention in Early Childhood.

This paper describes the epidemiologic evidence linking parent-child relationships, self-regulation, and weight status with a focus on early childhood. The emotional quality of parent-child interactions may influence children's risk for obesity through multiple pathways. Prospective studies linking observer ratings of young children's self-regulation, particularly inhibitory control, to future weight status are discussed. Although findings are preliminary, promoting positive relationships between parents/caregivers and young children holds promise as a component of efforts to prevent childhood obesity. Multi-disciplinary collaborations between researchers with training in developmental science and child health should be encouraged.

Psychometri properties of the Cognitive Emotion Regulation Questionnaire in a sample of Iranian population

Psychometri properties of the Cognitive Emotion Regulation Questionnaire in a sample of Iranian population

Effect of Self-Regulating Behaviour on Young Children’s Academic Success

This article leads to several conclusions regarding self-regulation in young children which does affect academic outcomes for those who transition to formal schooling from a preschool environment. Herein we argue that children who are good self-regulators will realize greater academic success than those who cannot self-regulate in the later elementary grades. These conclusions are noteworthy given the importance placed on self-regulatory behaviour by teachers, particularly in the Early Learning Kindergarten (ELK) program where students must interact through open play with peers. The ability to self-regulate in this environment allows students to work collaboratively with others and problem solve without the intervention.

Self-Regulation Across Different Contexts: Findings in Young Albanian Children

Research Findings: The importance of self-regulation for children’s successful academic performance has led to greatly increased interest in this topic in recent years. However, less is known about the interrelations among self-regulatory processes across different contexts. The present study investigated the structure of self-regulation in young children across multiple contexts using a confirmatory factor analysis approach. Moreover, the study examined relations between self-regulation observed in different contexts and emergent vocabulary and math skills. Participants were 150 preschool-aged children from Kosovo, a lower middle-income region in southeastern Europe. The study involved a battery of performance-based measures and informant ratings selected to provide information about self-regulatory processes in various contexts. Tests of the relative fit of alternative models supported a multifactor model of self-regulation across different contexts. Furthermore, results indicated moderate interrelations among self-regulatory processes across different contexts. Self-regulation assessed in a structured one-to-one context was most strongly and uniquely related to emerging academic skills when all measures of self-regulation were included in a single model. Practice or Policy: The study adds to current efforts to understand the skill formation of children in low- and middle-income countries and might lay the groundwork for initiating a campaign in Kosovo focusing on the importance of self-regulation for children’s learning and development.

School readiness and self-regulation: a developmental psychobiological approach.

Research on the development of self-regulation in young children provides a unifying framework for the study of school readiness. Self-regulation abilities allow for engagement in learning activities and provide the foundation for adjustment to school. A focus on readiness as self-regulation does not supplant interest in the development of acquired ability, such as early knowledge of letters and numbers; it sets the stage for it. In this article, we review research and theory indicating that self-regulation and consequently school readiness are the product of integrated developmental processes at the biological and behavioral levels that are shaped by the contexts in which development is occurring. In doing so, we illustrate the idea that research on self-regulation powerfully highlights ways in which gaps in school readiness and later achievement are linked to poverty and social and economic inequality and points the way to effective approaches to counteract these conditions.

The Influence of Parental Socioeconomic Background and Gender on Self-Regulation Among 5-Year-Old Children in Norway

Research Findings: Self-regulation in young children predicts later social adjustment and academic success across cultural contexts. Therefore, it is crucial to identify factors that promote or inhibit behavioral self-regulation skills. In this study, we focus on gender and socioeconomic status (SES; parental education and income) as possible predictors of 2 types of self-regulation in Norwegian children: individual behavioral regulation (assessed directly using the Head–Toes–Knees–Shoulders task) and classroom behavioral regulation (rated by teachers using the Survey of Early School Adjustment). A total of 243 children age 5 (85% of those invited) participated. Results indicated that Norwegian girls outperformed boys in both types of behavioral regulation. In addition, parental SES related positively to girls' individual behavioral regulation but not boys'. Practice or Policy: The present study supports the idea that boys may be vulnerable to low individual and classroom behavioral regulation in certain contexts and cultures and that parental SES may influence girls' and boys' individual behavioral regulation differently. Future research and practice should look at interventions specially designed to stimulate and motivate behavioral regulation among boys in general and among girls with lower socioeconomic backgrounds.