Smart Device Usage-Related Factors are Correlated with Self-Regulation Ability in Early Childhood

The chapter highlights results from the Buffalo Longitudinal Study, which began in infancy and was guided by a developmental cascade model. The chapter discusses the importance of the co-occurrence of parent alcohol problems with depression and antisocial behavior beginning in early childhood, and how these parental risks in infancy may predict the quality of parent–child interactions and infant–parent attachment. These processes in early childhood may set the stage for one of the most salient developmental issues at preschool age—the development of self-regulation. Together, the parent–child relationship and child self-regulation may predict one of the most clearly established pathways to adolescence substance use disorders—continuity of externalizing problems from childhood to adolescence. Finally, this chapter presents results from a developmental cascade model from infancy to adolescence, with implications for development of preventive interventions for adolescent substance use disorders.

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

Early Childhood Research Quarterly ◽

10.1016/j.ecresq.2021.06.010 ◽

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

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Mindful awareness in early childhood education

South African Journal of Childhood Education ◽

10.4102/sajce.v6i1.399 ◽

2016 ◽

Vol 6 (1) ◽

pp. 9

Author(s):

Suvi H. Nieminen ◽

Nina Sajaniemi

Keyword(s):

Early Childhood ◽

Peer Relationships ◽

Self Regulation ◽

Evidence Base ◽

Stress Regulation ◽

Mindful Awareness ◽

Childhood Education ◽

The Third ◽

Everyday Activities ◽

Excessive Stress

<p>This study is a literature review, drawing mainly on the nine significant and good quality studies (i.e. published in peer-reviewed journals) that make up the evidence base for mindful awareness practices in early childhood. Mindful awareness practices in this context means an individual’s awareness of her own body and her inner emotions or tensions. Increased awareness can decrease if individuals tend to impulsiveness or excessive stress. Self-regulation and mindful awareness skills are associated not only with stress regulation but also peer relationships and social skills. This systematic review attempts to look at the research of mindful awareness activities, programmes or interventions used as routine everyday activities. The second aim of this review is to examine the research design that has been used. The third aim of this study is to analyse the main themes and methods of these pieces of research.</p>

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Growing-and-Giving Mindset Intervention in Early Childhood Education: A Collaborative Action Research

The Qualitative Report ◽

10.46743/2160-3715/2021.5046 ◽

2021 ◽

Author(s):

Fumiko Masaki

Keyword(s):

Early Childhood ◽

Action Research ◽

Early Childhood Education ◽

Self Regulation ◽

Collaborative Action Research ◽

Constructivist Approach ◽

Childhood Education ◽

Target Behaviors ◽

Collaborative Action ◽

Mindset Intervention

In childhood education, a behaviorist approach (a mixture of praise and punishment) has been used for student target behaviors; however, the results have not been consistent. This study investigated how a constructivist approach would work in the same setting. The participant was a four-year-old student who showed target behaviors with negative attention-seeking and avoidance of self-regulation; three teachers and the author worked with him on collaborative action research. We treated him using the behaviorist approach in the first cycle of intervention. It seemed to work on the surface but was not helping him become autonomously self-regulated; his surroundings learned to remove the antecedents. We took the constructivist approach for the second cycle of intervention, wherein the student was provided opportunities to build puzzle pictures and give them to his teachers or friends. The teacher’s scaffolding helped him complete the task, perceive his competence, and aim for even bigger challenges. Through his efforts, he experienced making others happy, and as the growing-giving mindset was fostered, the target behaviors were decreased.

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Trait Mindfulness May Buffer Against the Deleterious Effects of Childhood Abuse in Recurrent Depression: A Retrospective Exploratory Study

10.31234/osf.io/d2cyt ◽

2018 ◽

Author(s):

Shadi Beshai

Keyword(s):

Early Childhood ◽

Childhood Abuse ◽

Childhood Maltreatment ◽

Prospective Trial ◽

Structured Interview ◽

Trait Mindfulness ◽

Recurrent Depression ◽

Related Factors ◽

History Of Childhood ◽

History Of

Objective: Individuals with a history of childhood maltreatment are particularly vulnerable to a longer course of depression. Immunization theories of resilience suggest that resilience and related factors may buffer against the deleterious effects of early childhood adversity. Trait mindfulness is linked to resilience and may be a pathway to cultivating this dynamic process. In this study, we investigated whether trait mindfulness can buffer against the effects of early childhood maltreatment in predicting lifetime number of months depressed. Method: We recruited 43 previously depressed, currently remitted patients, and retrospectively examined their depression history (using a structured interview, LIFE-SCID), their self-reported experience of maltreatment in the first 16 years of life (MOPS), and their levels of trait mindfulness (MAAS). Results: We found that number of months depressed in a lifetime was positively associated with reported childhood maltreatment, and negatively associated with trait mindfulness. Secondly, we found evidence that trait mindfulness significantly moderated the relationship of early childhood maltreatment and number of months depressed. Specifically, it appears that individuals who report severe histories of maltreatment are especially vulnerable to recurrent depression if they are also reporting low levels of trait mindfulness. Conclusions: Increasing mindfulness may be warranted among individuals reporting a history of childhood abuse with lower baselines of trait mindfulness; however, results of this retrospective study require replication in a larger, prospective trial.

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The effect of Self-Regulation and Sociality on Computational Thinking in Early childhood

Journal of Korean Coaching Research ◽

10.20325/kca.2021.14.5.157 ◽

2021 ◽

Vol 14 (5) ◽

pp. 157-181

Author(s):

Mi-Jung Kim ◽

◽

Jung-Ha Park ◽

Sung-Sook Pu

Keyword(s):

Early Childhood ◽

Self Regulation ◽

Computational Thinking

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Self-Regulation in Early Childhood

Stop, Think, Act ◽

10.4324/9781315798059-1 ◽

2015 ◽

pp. 1-14

Keyword(s):

Early Childhood ◽

Self Regulation

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

Teaching Computational Thinking and Coding to Young Children - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-7998-7308-2.ch004 ◽

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.

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