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The Development of Self-Regulation across Early Childhood
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Montroy, Janelle J.; Bowles, Ryan P.; Skibbe, Lori E.; McClelland, Megan M.; Morrison, Frederick J. – Developmental Psychology, 2016
The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and…
Descriptors: Self Control, Young Children, Child Development, Preschool Education
Preschoolers' Self-Regulation Moderates Relations between Mothers' Representations and Children's Adjustment to School
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Sher-Censor, Efrat; Khafi, Tamar Y.; Yates, Tuppett M. – Developmental Psychology, 2016
Consistent with models of environmental sensitivity (Pluess, 2015), research suggests that the effects of parents' behaviors on child adjustment are stronger among children who struggle to regulate their thoughts, feelings, and behaviors compared with children with better self-regulation. This study extended prior research by assessing maternal…
Descriptors: Preschool Children, Mothers, Self Control, Self Management
Understanding the Positive Role of Neighborhood Socioeconomic Advantage in Achievement: The Contribution of the Home, Child Care, and School Environments
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Dupere, Veronique; Leventhal, Tama; Crosnoe, Robert; Dion, Eric – Developmental Psychology, 2010
The goal of this study was to examine the mechanisms underlying associations between neighborhood socioeconomic advantage and children's achievement trajectories between ages 54 months and 15 years. Results of hierarchical linear growth models based on a diverse sample of 1,364 children indicate that neighborhood socioeconomic advantage was…
Descriptors: Neighborhoods, Socioeconomic Influences, Organizations (Groups), Child Care
Tell Me a Make-Believe Story: Coherence and Cohension in Young Children's Picture-Elicited Narratives.
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Shapiro, Lauren R.; Hudson, Judith A. – Developmental Psychology, 1991
After viewing sequences of pictures that depicted a problem, children produced stories with plots and character responses. After sequences of uneventful pictures, children produced stories that focused on actions and used simple connectives. First graders' stories contained more goals, complex language, and temporal connectives than did those of…
Descriptors: Characterization, Cognitive Development, Coherence, Conjunctions