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

2017 ◽  
Vol 119 (13) ◽  
pp. 1-28
Author(s):  
Ornit Spektor-Levy ◽  
Marisol Basilio ◽  
Antonia Zachariou ◽  
David Whitebread
Keyword(s):  
Academic Achievement ◽  
Young Children ◽  
Social Development ◽  
Self Regulation ◽  
Learning Activities ◽  
Primary School Children ◽  
Train Track ◽  
Coding Scheme ◽  
The United Kingdom ◽  
Practical Implications

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.

Self-regulation as promotive for academic achievement in young children across risk contexts

2021 ◽  
Vol 58 ◽  
pp. 101050
Author(s):  
Rebecca Distefano ◽  
Amanda Grenell ◽  
Alyssa R. Palmer ◽  
Kerry Houlihan ◽  
Ann S. Masten ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Young Children ◽  
Self Regulation

The literacy-enhancing potential of singing versus spoken language in public library storytimes: A text analytics approach

2021 ◽  
pp. 146879842110466
Author(s):  
Soohyung Joo ◽  
Maria Cahill ◽  
Erin Ingram ◽  
Hayley Hoffman ◽  
Amy Olson ◽  
...  
Keyword(s):  
Young Children ◽  
Language Development ◽  
Informal Learning ◽  
Textual Analysis ◽  
Current Practice ◽  
Public Library ◽  
Spoken Language ◽  
Learning Activities ◽  
Text Analytics ◽  
Practical Implications

Through analysis of the language, this study aimed to investigate the current practice of using songs in public library storytimes. Language interactions in 68 storytime programs involving 652 child participants were observed and transcribed. Then, textual analysis was conducted to examine the language of singing songs, focusing on how language used in singing songs differs from spoken language in storytime programs. Specifically, the study compared sentence and grammar structure between singing and non-singing language and explored how topics and themes covered in singing language compare with those of spoken language. In addition, the study examined singing accompanied by use of props and movements. The findings of this study indicate that the language of singing in storytime programs is rich; thereby, signaling the power of singing with young children as means to advance language development. Practical implications and strategies for maximizing integration of singing in storytimes and other informal learning activities for young children are discussed.

Kegiatan pembelajaran sebagai upaya dalam menstimulus perkembangan sosial-emosional anak usia dini

2020 ◽  
Vol 3 (1) ◽  
pp. 43-57
Author(s):  
Aghnaita Aghnaita ◽  
Ajeng Almira Salsabila ◽  
Camelia Hanik ◽  
Maulida Syafitri ◽  
Norhayani Norhayani ◽  
...  
Keyword(s):  
Early Childhood ◽  
Social Development ◽  
Emotional Development ◽  
Learning Activities ◽  
Primary Data ◽  
Social Emotional ◽  
Cultural Backgrounds ◽  
Childhood Education ◽  
Surrounding Environment ◽  
Stimulation Of

This study aims to determine the emotional social development of early childhood in Integrated Early Childhood Education Tarbiyatul Athfal UIN Antasari Banjarmasin as well as the form of learning activities undertaken as an effort to stimulate the emotional social development. The research method used is qualitative research on 6 children and learning activities that can stimulate children's emotional emotional development as primary data. Based on research conducted, the results obtained that the child's emotional social development tends to be unstable. Children often prefer to play alone. Nevertheless, children also begin to show interest in hanging out in the surrounding environment and doing play activities together. In addition, there are several factors influence, such as: social emotional experiences of children, gender differences, differences in family and cultural backgrounds, and parenting. While the form of learning activities that are pursued in the form of stimulation of children's emotional social development include: routine activities of reading Asmaul Husna and short surahs, filling in journals, playing indoor, and conducting learning activities. The activity was carried out through exemplary methods, sharing learning, and collaborative games.

Compressed Development

2020 ◽  
Author(s):  
D. Hugh Whittaker ◽  
Timothy Sturgeon ◽  
Toshie Okita ◽  
Tianbiao Zhu
Keyword(s):  
Social Development ◽  
Global Economy ◽  
National Development ◽  
Value Chains ◽  
Middle Income ◽  
The United Kingdom ◽  
Development Processes ◽  
Multiple Levels ◽  
New Perspective ◽  
The One

This book highlights the importance of time and timing in economic and social development. ‘Compressed development’ consists of two key features and their interaction: the tendency for development processes to unfold more rapidly (compression) and the institution-shaping influences of major periods of change and growth, especially when countries become integrated into the global economy (era). Using an interdisciplinary conceptual framework of state–market and organization–technology co-evolution, the authors contrast the experiences of ‘early’ and ‘late’ developers such as the United Kingdom and Japan, with countries–most notably China–which have become more deeply integrated with the global economy since the 1990s. Compressed developers experience ‘thin industrialization’, layered types of employment, and ‘double burdens’ or challenges in social development. National development strategies must accommodate global value chains and powerful international actors on the one hand, and decentralization on the other. To cope, and thrive, states must remain developmental, whilst being increasingly engaged and adaptive in multiple levels of governance. Compressed Development explores the historical and contemporary features of economic and social development at the intersection of development studies and studies of globalization. By bringing a new perspective on the ‘middle-income trap’, as well as the emerging digital economy, and the state–market and geopolitical tensions that are currently upending conventional wisdoms, the book offers timely insights that will be useful, not only for students of development, but for policymakers, business, and labour organization seeking to navigate the rushing currents of contemporary capitalism.

scholarly journals The Effects of Major Selection Motivations on Dropout, Academic Achievement and Major Satisfactions of College Students Majoring in Foodservice and Culinary Arts

Information ◽  
2020 ◽  
Vol 11 (9) ◽  
pp. 444
Author(s):  
Jung Soo Kim
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Structural Equation ◽  
Career Change ◽  
Equation Model ◽  
Drop Out ◽  
Culinary Arts ◽  
Major Selection ◽  
Empirical Survey ◽  
Practical Implications

This study is aimed at figuring out the effects of major selecting motivation on dropout, academic achievement, and major satisfactions of college students majoring in foodservice and culinary arts. To accomplish this, an empirical survey was conducted through a structural equation model. These findings showed that students are likely to drop out of college due to a career change or major maladjustment if they decide their major in consideration of college reputation or department recognition rather than their aptitude. Unlike existing studies, this study has practical implications concerning the importance of these factors in that their academic achievement is affected by their relationship and perception of their major satisfactions rather than their major selection motivations.

scholarly journals Explaining the informal economy in Western Europe: beyond a rational economic actor perspective

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Colin Williams ◽  
Gamze Oz-Yalaman
Keyword(s):  
Informal Economy ◽  
Western Europe ◽  
Alternative Theory ◽  
Probit Regression ◽  
Content Type ◽  
Social Actors ◽  
The United Kingdom ◽  
Economic Actor ◽  
Expected Benefits ◽  
Practical Implications

PurposeThe dominant theorisation of the informal economy views participants as rational economic actors operating in the informal economy when the expected benefits exceed the perceived costs of being caught and punished. Recently, an alternative theory has emerged which views participants as social actors operating in the informal economy due to their lack of vertical trust (in governments) and horizontal trust (in others). The aim of this paper is to evaluate these competing theorisations.Design/methodology/approachTo do so, data are reported from special Eurobarometer surveys conducted in 2007, 2013 and 2019 in eight West European countries (Austria, Belgium, France, Germany, Ireland, Luxembourg, the Netherlands and the United Kingdom).FindingsUsing probit regression analysis, the finding is that increasing the expected likelihood of being caught and level of punishment had a weak significant impact on the likelihood of participating in the informal economy in 2007, and there was no significant impact in 2013 and 2019. However, greater vertical and horizontal trust is significantly associated with a lower level of participation in the informal economy in all three time periods.Practical implicationsThe outcome is a call for a policy to shift away from increasing the expected level of punishment and likelihood of being caught, and towards improving vertical and horizontal trust. How this can be achieved is explored.Originality/valueEvidence is provided in a Western European context to support a shift away from a rational economic actor to a social actor approach when explaining and tackling the informal economy.

scholarly journals Examining the Relations Between Self-Regulation and Achievement in Third-Grade Students

2016 ◽  
Vol 42 (2) ◽  
pp. 97-109 ◽  
Author(s):  
Stephanie L. Day ◽  
Carol McDonald Connor
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Inhibitory Control ◽  
Hierarchical Linear Modeling ◽  
Self Regulation ◽  
Scoring Systems ◽  
Third Grade ◽  
Linear Modeling ◽  
Third Grade Students ◽  
Study Results

Children with stronger self-regulation skills generally demonstrate greater overall success in school both academically and socially. However, there are few valid and reliable measures of self-regulation in middle elementary school. Such a measure could help identify whether a child is truly having difficulties. Thus, the Remembering Rules and Regulation Picture Task (RRRP) was developed. The aim of this study was to develop scoring systems for the RRRP and then to examine the associations between RRRP and independent measures of self-regulation and academic achievement in mathematics and reading. Children ( N = 282) from 34 third-grade classrooms in Florida participated in this study. Results revealed that the RRRP captured three constructs: working memory, attentional flexibility, and inhibitory control. Hierarchical linear modeling (HLM) demonstrated that the RRRP was significantly and positively associated with other measures of self-regulation. The RRRP was significantly and positively associated with mathematics and reading as well. The RRRP appears to be a promising measure of children’s self-regulation skills.

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