Developmental Trajectory of Self-Control in Early Childhood

2017 ◽  
Author(s):  
Qianqian Pan ◽  
Qingqing Zhu
Keyword(s):  
Early Childhood ◽  
Developmental Trajectory ◽  
Self Control

scholarly journals Patient children are less likely to share with unknown children

2021 ◽  
Author(s):  
Gladys Barragan-Jason ◽  
Astrid Hopfensitz
Keyword(s):  
Early Childhood ◽  
Old French ◽  
Dictator Game ◽  
Delay Of Gratification ◽  
Developmental Trajectory ◽  
Self Control ◽  
Prosocial Behaviors ◽  
Impulsive Behavior ◽  
Future Studies ◽  
Non Linear

Abstract Human prosociality is a valuable but also deeply puzzling trait. While several studies suggest that prosociality is an instinctive and impulsive behavior, others argue that patience and self-control are necessary to develop prosocial behaviors. Yet, prosociality and patience in children have rarely been studied jointly. Here, we measured patience (i.e. delay-of-gratification) and prosociality (i.e. giving in a dictator game to a known or unknown partner) in 250 4- to 6-year-old French schoolchildren. We found that sharing with an unknown partner was negatively linked to patience in children but observed no relationship between patience and sharing with a familiar partner. Taken together, our results support the hypothesis that children are intuitively prosocial independent of strategic concerns and that patience is therefore not necessary to act prosocially during early childhood. Future studies investigating whether and why prosociality show a non-linear developmental trajectory across the lifespan are warranted.

The Cascading Effects of Gross Motor Development and the Impact of Intervention in Early Childhood

2021 ◽  
pp. 1-15
Author(s):  
Ali S. Brian
Keyword(s):  
Early Childhood ◽  
Physical Education ◽  
School Readiness ◽  
Motor Development ◽  
Developmental Trajectories ◽  
Developmental Trajectory ◽  
Gross Motor ◽  
Cascading Effects ◽  
Secular Decline ◽  
Developmental Domains

Today's preschoolers are facing a secular decline with their motor development. Intervention, via physical education in preschool, can be effective to remediate gross motor delays. Teachers need ongoing support in order to intervene. If teachers intervene, children may be placed onto a positive developmental trajectory towards lifespan health. Children's gains in gross motor can transcend into other domains of development. Thus, the author urges early childhood policymakers to strongly consider hiring a licensed physical educator to implement daily physical education to preschoolers to maximize positive developmental trajectories of health. If these policy changes do not occur, children may continue on their secular decline with deleterious consequences across multiple developmental domains and school readiness.

scholarly journals 3015 Enhancing Outcomes in Childcare Settings for Young Children with Behavior Disorders: An Examination of Conscious Discipline Implementation

2019 ◽  
Vol 3 (s1) ◽  
pp. 88-88
Author(s):  
Sufna Gheyara John ◽  
Nicola Edge ◽  
Michael Cucciare ◽  
Nicholas Long
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Focus Groups ◽  
Positive Impact ◽  
Teacher Perspectives ◽  
Self Control ◽  
Barriers And Facilitators ◽  
Full Implementation ◽  
Perceived Impact ◽  
The Impact

OBJECTIVES/SPECIFIC AIMS: 1. Identify the extent of CD implementation for trained childcare teachers. 2. Explore teacher perspectives on the impact of CD. 3. Explore teacher perspectives on barriers and facilitators to full implementation of CD. METHODS/STUDY POPULATION: We conducted a survey with 267 childcare teachers who had been trained in CD across the state, representing early childhood educational environments in urban and rural settings. Specific questions were asked related to level of CD implementation, perceived benefit, and facilitators/barriers to full implementation. A random subset of the sample (8 teachers) participated in a subsequent focus group to explore survey themes in greater depth. Focus group members were asked about their rationale for attending CD training, CD implementation (including barriers/facilitators to full implementation), and perceived impact on their classrooms. The focus group was recorded and transcribed to capture questions and comments. RESULTS/ANTICIPATED RESULTS: Objective 1: 1. 30% of teachers reported full implementation of CD. 2. 50% of teachers reported partial implementation of CD. Objective 2: 1. The vast majority of teachers (95%) agreed that CD had a positive impact on their classroom, including better structure and enhanced relationships with the children. 2. The vast majority of teachers (85%) agreed that CD had a positive impact on the children in their classroom, including increases in problem-solving abilities and self-control. Objective 3: 1. Most teachers (71%) reported experiencing barriers to CD implementation, with the majority of those surveyed (93%) stating that additional implementation support would be helpful. 2. The top three barriers to implementation elicited in survey and focus groups included uncertainty regarding how to begin implementing CD in the classroom, lacking materials for CD implementation, and lacking time to focus on applying knowledge from training into the classroom. 3. The top three facilitators for implementation elicited in survey and focus groups included coaching support for teachers, training agency leadership in CD, and greater perceived impact of CD. DISCUSSION/SIGNIFICANCE OF IMPACT: Childhood disruptive behaviors are among the most frequent reasons for referral to specialized services in and out of the classroom (Sukhodolsky, Smith, McCauley, Ibrahim, & Piasecka, 2016). Disruptive and aggressive behaviors are problematic, not only for victims of children who are aggressive but also for aggressive children as they age. Although effective treatments exist, the level of effective implementation of these interventions are understudied. These results demonstrate that 2/3 of teachers trained in CD are not fully implementing the model and provides concrete barriers and facilitators to current implementation. These data will provide the initial foundation for the development of a targeted implementation strategy that supports full implementation of CD within early childhood education settings.

The Impact of Strain on Self-Control: A Longitudinal Study of Korean Adolescents

2018 ◽  
Vol 52 (6) ◽  
pp. 912-933 ◽  
Author(s):  
Joonggon Kim ◽  
Sonja E. Siennick ◽  
Carter Hay
Keyword(s):  
Longitudinal Study ◽  
Regression Models ◽  
Hierarchical Linear Model ◽  
Developmental Trajectory ◽  
Self Control ◽  
Bullying Victimization ◽  
Korean Adolescents ◽  
Individual Effects ◽  
Individual Self ◽  
The Impact

The main purpose of this study is to broaden our understanding of the predictors of self-control. We test how two types of strain variables (bullying victimization and grade dissatisfaction) influence the level of self-control during adolescence using three-wave panel data collected from Korean adolescents ranging in age from 14 to 16. We estimated two-level random effects regression models using hierarchical linear model(ing; HLM) 7.0. The results revealed that these two strain variables have negative, significant within-individual and between-individual effects on adolescent self-control. In addition, adolescents who have experienced a higher level of mean grade dissatisfaction over 3 years showed a more decreasing trajectory in the development of self-control during the same period. The result indicates that strainful circumstances can account for within-individual self-control deterioration as well as between-individual differences in the developmental trajectory of self-control.

Self-Control Theory and Crime

2017 ◽  
Author(s):  
Michael Gottfredson
Keyword(s):  
Early Childhood ◽  
Individual Differences ◽  
General Theory ◽  
Control Theory ◽  
Problem Behaviors ◽  
Self Control ◽  
General Theory Of Crime ◽  
Theory Of Crime ◽  
Serious Offenders ◽  
Gottfredson And Hirschi

Gottfredson and Hirschi advanced self-control theory in 1990 as part of their general theory of crime. Self-control is defined as the ability to forego acts that provide immediate or near-term pleasures, but that also have negative consequences for the actor, and as the ability to act in favor of longer-term interests. An individual’s level of self-control is influenced by family or other caregiver behavior early in life. Once established, differences in self-control affect the likelihood of delinquency in childhood and adolescence and crime in later life. Persons with relatively high levels of self-control do better in school, have stronger job prospects, establish more stable interpersonal relationships, and attain higher income and better health outcomes. Self-control theory was initially constructed to reconcile the age, generality, and stability findings of criminological research with the standard assumptions of control theory. As such, it acknowledges the general decline in crime with age, versatility in types of problem behaviors engaged in by delinquents and offenders, and the generally stable individual differences in the tendency to engage in delinquency and crime over one’s life-course. Self-control theory applies to a wide variety of illegal behaviors (most crimes) and to many noncrime problem behaviors, including school problems, accidents, and substance abuse. A considerable amount of research has been undertaken on self-control theory and on Gottfredson and Hirschi’s general theory of crime. As a result, self-control theory is likely the most heavily researched perspective in criminology during the past 30 years. Most reviews find substantial empirical support for the principal positions of the theory, including the relationship between levels of self-control and delinquency, crime, and other problem behaviors. These relationships appear to be strong throughout life, among most groups of people, types of crime, in the United States and other countries, and over time. The posited important role of the family in the genesis of self-control is consistent with substantial bodies of research, although some researchers argue in favor of important genetic components for self-control. The theory’s expectations about the age distribution of crime, versatility of offending, and stability of individual differences over long periods of time also receive substantial support. Researchers have long studied variations in age effects, particularly seeking continuously high levels of offending for the most serious offenders, but reviewers have found that the evidence for meaningful variability is not convincing. For public policy, self-control theory argues that the most promising approach for crime reduction focuses primarily on prevention, especially in early childhood, and secondarily on situational prevention for specific types of crimes. Gottfredson and Hirschi argue that self-control theory is inconsistent with reliance on the criminal justice system to affect crime levels. On the one hand, general reviews of the empirical literature on deterrence and incapacitation support the expectations of self-control theory by finding little support for severity of sanctions, sanctions long removed from the act, and selective incapacitation for “serious offenders.” On the other hand, experimental studies from education, psychology, and criminology generally support the idea that early-childhood family and educational environments can be altered to enhance self-control and lower expected delinquency, crime, and other problem behaviors later in life.

scholarly journals The Relative Contributions of Visual and Proprioceptive Inputs on Hand Localization in Early Childhood

2021 ◽  
Vol 15 ◽  
Author(s):  
Natasha Ratcliffe ◽  
Katie Greenfield ◽  
Danielle Ropar ◽  
Ellen M. Howard ◽  
Roger Newport
Keyword(s):  
Early Childhood ◽  
Visual Information ◽  
Incongruent Condition ◽  
Developmental Trajectory ◽  
The Body ◽  
Hand Position ◽  
Proprioceptive Information ◽  
Older Children ◽  
True Location ◽  
Proprioceptive Inputs

Forming an accurate representation of the body relies on the integration of information from multiple sensory inputs. Both vision and proprioception are important for body localization. Whilst adults have been shown to integrate these sources in an optimal fashion, few studies have investigated how children integrate visual and proprioceptive information when localizing the body. The current study used a mediated reality device called MIRAGE to explore how the brain weighs visual and proprioceptive information in a hand localization task across early childhood. Sixty-four children aged 4–11 years estimated the position of their index finger after viewing congruent or incongruent visuo-proprioceptive information regarding hand position. A developmental trajectory analysis was carried out to explore the effect of age on condition. An age effect was only found in the incongruent condition which resulted in greater mislocalization of the hand toward the visual representation as age increased. Estimates by younger children were closer to the true location of the hand compared to those by older children indicating less weighting of visual information. Regression analyses showed localizations errors in the incongruent seen condition could not be explained by proprioceptive accuracy or by general attention or social differences. This suggests that the way in which visual and proprioceptive information are integrated optimizes throughout development, with the bias toward visual information increasing with age.

scholarly journals Praktik Hidup Berkesadaran untuk Anak Usia Dini

2019 ◽  
Author(s):  
Waluyo
Keyword(s):  
Early Childhood ◽  
Moral Development ◽  
Formal Education ◽  
Self Control ◽  
Social And Emotional ◽  
The Social ◽  
Living Together ◽  
Text Context ◽  
Taking Care

The issue of this article focuses on the conflicts and violence that concern many parties as it involves children. The involvement of children in world conflict is a contribution and a large role of adults around them, especially parents and families. Children who are raised with violence will give birth to a violent generation of ambiguous ambitions that can create chaos and even future physical warfare. Informal, non-formal, and even formal education is still less than optimal in generating a loving generation and tends to concentrate on competitive performance with minimal mastery of social and emotional skills. This article aims to provide a comprehensive description of life-conscious practices that are applied to early childhood in accordance with moral development and character formation of children.This method of study uses a syntesize checklist consisting of preliminary, advanced, and final systesis; taking into account elements of text, context, and discourse. The object of this study is ideas about the conscious practice of various literature sources, especially its application that can be used for the age of the children. The validity of the study is based on a confirmability that reflects the objectivity of the study.The results of the study show that: (a) the form of awareness practices that can be applied to early childhood, namely: living together, breathing, sitting meditation, eating together, resting, noble silence, hugging meditation, meditation, taking refuge, taking care of anger, and coming home; (b) the integration of life-conscious practices for moral development includes: coming home, relativistic hedonism (resting), sitting meditation, noble silence, hugging meditation, maintaining social norms and authority (eating together, tea meditation), orientation of self-esteem with the social environment (taking refuge, taking care of anger), and the universal principle (living together, breathing); and (c) the integration of conscious forms of living practice can each lead to the formation of character that includes three components: moral knowing (conscious, knowing, moral, self-knowing, decisions, perspectives), moral feeling (self-control, empathy, loving truth, ), and moral action (want, custom, competent).

scholarly journals Osvojovanie slovesnej lexiky v ranej ontogenéze reči / Werbs Acquisition in Early Childhood

2013 ◽  
Vol 64 (2) ◽  
Author(s):  
Daniela Slančová
Keyword(s):  
Early Childhood ◽  
Qualitative Analysis ◽  
Child Language ◽  
Developmental Trajectory ◽  
New Method ◽  
Lexical Development ◽  
Main Research ◽  
The World ◽  
Research Questions ◽  
Communicative Abilities

AbstractThe main aim of the study is to introduce a new method which has not been applied in the Slovak study of child language so far, and to answer 4 main research questions: (1) What is the development of understanding and production of verbs in early lexical development of Slovak-speaking children? (2) Are there any differences in verbs understanding and production between Slovak-speaking girls and boys? (3) What is the linguistic picture of the world given by incipient verbal lexicon of Slovak-speaking children? (4) Is there any difference between the linguistic picture of the world of Slovak-speaking girls and boys? The method is based on the quantitative and qualitative analysis of the lexical part of the Slovak version of CDI 1 Test of communicative abilities TEKOS 1: Words and gestures with 44 verbs in the part “actions and states”. Parents were asked to fill in the checklist and choose from three options: i) child understands and speaks, ii) understands, iii) does not understand The research sample consists of 323 girls and 330 boys in their age from 8 to 16 months. The results show the unanimous developmental trajectory in verbs acquisition in both, girls and boys. The differences shown in production in favor of girls in last two months are not statistically significant. The linguistic picture of the world is cognitively and semantically gender-universal, concentrated on corporeal concepts connected with social concept. The prototypical verbs in first 16 months of the age of the children are jesť (to eat) and dať (to give)

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