scholarly journals 0338 Interactions Between Sleep, Stress Reactivity and Cognition in Early Childhood

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A128-A128
Author(s):  
T Jablin ◽  
M K LeBourgeois ◽  
J Harsh ◽  
S Brown
Keyword(s):  
Early Childhood ◽  
Behavioral Problems ◽  
Processing Speed ◽  
Stress Reactivity ◽  
Self Regulation ◽  
Developmental Trajectory ◽  
Sleep Restriction ◽  
Healthy Children ◽  
Regulation Strategies ◽  
The Relationship

Abstract Introduction During early childhood, sleep impacts the development of the cognitive, behavioral and stress systems. Specifically, acute sleep restriction reduces the subsequent cortisol awakening response, predicts self-regulation strategies and moderates correlations between self-regulation strategies and response inhibition. However, little is known about the interaction between sleep, stress reactivity and cognition in early childhood. This preliminary cross over study aimed to determine how acute sleep restriction moderates the relationship between stress reactivity and cognition in 4-year-olds. Methods Healthy children (N=17; 57.4 months +/- 2.1; 10 female) participated in a sleep restriction protocol that included counterbalanced cognitive and behavioral assessments during baseline and sleep restriction conditions. An age appropriate inhibitory control task was administered and salivary cortisol samples (N=6) were collected during the task. Mean processing speed was measured, and stress reactivity was computed as area under the curve with respect to ground (AUCg). Results Two tailed correlation analyses were performed to examine the relationship between AUCg and mean processing speed. Under baseline conditions, AUCg and mean processing speed were positively associated (r=0.45; p=0.05). When children were sleep restricted, there was no association between AUCg and mean processing speed (r=0.05; p=0.83). Although not statistically significant, AUCg was predicted by an interaciton between sleep condition and mean processing speed B=-1.92; p=0.06). Conclusion These results suggest that healthy sleep may promote the coupling of stress and cognitive systems, which is likely adaptive when facing life’s challenges in early childhood. Examining the developmental trajectory of these interactions and incorporating individual difference factors will build upon this model that may eventually be applied in intervention approaches to sleep, stress and behavioral problems in preschool-aged children. Support NIH R01-MH086566 to Dr. Monique LeBourgeois

Self-regulation moderates the relationship between fine motor skills and writing in early childhood

2021 ◽  
Vol 57 ◽  
pp. 239-250
Author(s):  
Madison C. Chandler ◽  
Hope K. Gerde ◽  
Ryan P. Bowles ◽  
Kyla Z. McRoy ◽  
Matthew B. Pontifex ◽  
...  
Keyword(s):  
Early Childhood ◽  
Motor Skills ◽  
Self Regulation ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
The Relationship

scholarly journals 0322 Napping, Inhibitory Control, and Self-Regulation in 2-Year-Old Children

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A122-A122
Author(s):  
E L Shalowitz ◽  
A M Miller ◽  
J R Harsh ◽  
M K LeBourgeois
Keyword(s):  
School Readiness ◽  
Inhibitory Control ◽  
Self Regulation ◽  
Delay Of Gratification ◽  
Future Research ◽  
Cognitive Resources ◽  
Poor Sleep ◽  
Healthy Children ◽  
Number Of Children ◽  
Regulation Strategies

Abstract Introduction Poor sleep in early childhood is linked to reduced school readiness. This study examined the role of acute sleep loss in behavioral self-regulation using a delay of gratification task. We hypothesized that after acute nap deprivation, toddlers would have worse inhibitory control and resort to more maladaptive self-regulation strategies than after a nap. Methods 25 healthy children (11 males, 34.1±2.3 months-old) followed a strict sleep schedule for ≥5 days before a baseline (nap) and an acute nap deprivation condition (no-nap). After being introduced to an age-appropriate toy, children were instructed not to touch the toy and left alone for 3-minutes. To assess inhibitory control, videos of the waiting period were behaviorally coded for latency to touch and 11 self-regulation strategies. We combined strategies into adaptive and maladaptive composites; higher scores on each composite indicated greater use. Results During the nap condition, 19 children touched the toy (latency to touch=70.0±60.7 sec); during the no-nap condition, 18 children touched the toy (latency to touch=65.4±71.6 sec). The adaptive composite score was 1.58±0.25 for the nap condition and 1.17±0.27 for the no-nap condition. The maladaptive score was 0.92±0.17 for the nap condition and 0.83±0.19 for the no-nap condition. We found no differences between conditions in the number of children who touched the toy (X2=0, p=0.50), mean latency to touch (t=0.27, p=0.39), or the composite scores of adaptive (z=0.35, p=0.12) and maladaptive strategies (z=0.09, p=0.69). Conclusion Findings indicate that acute nap deprivation may not have an immediate impact on inhibitory control and self-regulation in toddlers. 30-36 months old children may not have sufficient cognitive resources to exert inhibitory control and self-regulate whether or not they have obtained adequate daytime sleep. Future research should examine developmental changes in the effects of acute sleep restriction on behavioral self-regulation. Support Research support from NIH R01-MH086566 to MKL.

The Role of Executive Function and Self-Regulation in the Development of Computational Thinking

2021 ◽  
pp. 64-83
Author(s):  
Elizabeth Kazakoff Myers
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
School Readiness ◽  
21St Century ◽  
Self Regulation ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Early Childhood Curriculum ◽  
The Relationship

This chapter summarizes theoretical connections between computational thinking through learning to code, self-regulation, and executive function and discusses why it is important to continue exploring the intersection of executive function, self-regulation, and computational thinking, including the need to revisit the socio-cultural underpinnings of foundational self-regulation, executive function, and school readiness research. As an example, findings from a 2014 study that explored the relationship between self-regulation and computational thinking when learning to code are shared. Research supports the idea of teaching computational thinking skills within an integrated early childhood curriculum to support the development of well-prepared citizens for the 21st century by drawing on the connections between executive function, self-regulation, and computational thinking.

Taking time for patience in organizations

2014 ◽  
Vol 33 (1) ◽  
pp. 6-23 ◽  
Author(s):  
Debra R. Comer ◽  
Leslie E. Sekerka
Keyword(s):  
Self Regulation ◽  
Research Attention ◽  
Content Type ◽  
Organizational Settings ◽  
Organizational Benefits ◽  
Key Points ◽  
Regulation Strategies ◽  
Patient Responses ◽  
The Individual ◽  
The Relationship

Purpose – Patience is underestimated in organizations. The purpose of this paper is to explore the concept of patience and the individual and organizational benefits it confers. Then, the paper discuses emotional self-regulation and explain how two self-regulatory techniques can affect the patience of individuals in organizations. Design/methodology/approach – The paper considers religious, philosophical, and psychological perspectives on patience; and highlight the emotional underpinnings of patience. Findings – The paper argues that patience plays an important role in organizations and that individuals can use emotional self-regulation to enhance their patience. The paper offers two key points about the relationship between self-regulation strategies and patience: first, situation selection mitigates the need for patience and second cognitive reappraisal facilitates the execution of patient responses and the development of the virtue itself. Practical implications – The paper provides recommendations for increasing individuals’ patience in organizational settings. Originality/value – The virtue of patience has received scant research attention. This paper focusses on the importance of patience in the workplace and examines how emotional self-regulation can facilitate its activation.

scholarly journals Self-Regulation in Creative Learning: Agentic Perspective

2021 ◽  
Vol 8 (1) ◽  
pp. 52-71
Author(s):  
Aleksandra Zielińska ◽  
Izabela Lebuda ◽  
Dorota M. Jankowska ◽  
Maciej Karwowski
Keyword(s):  
Divergent Thinking ◽  
Self Regulation ◽  
Creative Agency ◽  
Regulatory Strategies ◽  
Creative Solutions ◽  
Creative Learning ◽  
Regulation Strategies ◽  
The Relationship ◽  
School Tasks

Abstract Creativity is agentic, and so is learning. People create and learn new things most effectively when they are convinced that they can respond appropriately to the task (creative confidence) and value the activity at hand. This investigation explores the role of the relatively understudied aspect of creative agency: self-regulatory strategies. In a longitudinal study, we tested whether self-regulation strategies, previously found to be essential drivers of academic achievement and learning in general (rehearsal, elaboration, critical thinking, and metacognition), might also support creativity in learning. Specifically, we tested sequential mediation, where creative confidence and self-regulation longitudinally mediated the relationship between creative potential (divergent thinking) and effective application of creative skills to solve problems embedded in school subjects. Our findings confirm that self-regulatory strategies predict providing creative solutions to school tasks (a proxy of creative learning) and mediate the relationship between divergent thinking, creative confidence, and creative learning.

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