scholarly journals The Relationship Between Parenting Style and Self-Regulation in Early Childhood

2017 ◽  
Author(s):  
Madeline Newman
Keyword(s):  
Early Childhood ◽  
Parenting Style ◽  
Self Regulation ◽  
The Relationship

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

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.

scholarly journals The Relationship between Parental Treatment Styles and Early Discovery of Learning Difficulties among Pre-school Children

2015 ◽  
Vol 9 (3) ◽  
pp. 591
Author(s):  
Khadeja M. Badr
Keyword(s):  
Early Childhood ◽  
Parenting Style ◽  
Parenting Styles ◽  
Significant Relationship ◽  
Learning Difficulties ◽  
Negative Relationship ◽  
Positive Parenting ◽  
The Family ◽  
Parental Treatment ◽  
The Relationship

This study aimed to explore the relationship between the parenting style and discovery of learning disabilities in early childhood education. The study used a sample of Egyptian parents to investigate the parenting style followed in the family. Also, the study investigated the family awareness and interest in the discovery and treatment of learning difficulties. The results indicated that there was a significant relationship between parenting style and discovery of child’s learning difficulties in the early stages. The results also showed that there was a significant relationship between positive parenting styles and discovering of learning difficulties. However, there was a negative relationship between negative parenting styles and discovery of learning difficulties in early childhood. The study recommended the need to provide appropriate training and guidance programs of positive parenting and avoid the negative methods of raising children.

scholarly journals Meeting 24-hour movement behavior guidelines in young children: Improved quantity estimation and self-regulation

2021 ◽  
Author(s):  
Amanda Lee McGowan ◽  
Hope K. Gerde ◽  
Karin A. Pfeiffer ◽  
Matthew B. Pontifex
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
Early Childhood ◽  
Screen Time ◽  
Challenging Behaviors ◽  
Self Regulation ◽  
World Health ◽  
Movement Behavior ◽  
Activity Promotion ◽  
The Relationship

Children who exhibit challenging behaviors, including low self-regulation, inattention, and lack of inhibitory control, may miss out on learning opportunities and could even face expulsion. Although physical activity supports academic achievement and self-regulatory skills in older children, the relationship among physical activity, sleep, screen time, aspects of self-regulation, and early academic achievement remain underspecified during early childhood. The present study examined the associations among meeting 24-hour movement behavior recommendations set by the World Health Organization (2019) and young children’s self-regulation and quantity estimation skills in a sample of 123 children (n = 65 female; 4.9 ± 0.7 years). Meeting screen time recommendations alone, meeting physical activity recommendations in combination with either sleep or screen time recommendations, meeting more recommendations overall, and being active more days weekly were associated with superior quantity estimation. Meeting more guidelines and accruing more moderate-to-vigorous physical activity daily related to better self-regulation. Moreover, self-regulation partially mediated the relationship between physical activity and quantity estimation. Our findings identify benefits for adopting specific physical activity guidelines for children (e.g., physical activity, screen time, and sleep duration) and perhaps integrating these into early learning standards for schools so both families and schools can support children’s capacity to meet 24-hr movement guidelines and thus support cognitive health. An active lifestyle in early childhood may support young children’s self-regulation and early educational outcomes, with physical activity promotion efforts during early childhood serving as a viable means to address growing expulsion rates in preschool-aged children.

scholarly journals The Relationship among Parenting Style, Self-Regulation, and Smartphone Addiction Proneness in Indonesian Junior High School Students

2021 ◽  
Vol 5 (1) ◽  
pp. 51-59
Author(s):  
Lailil Fatkuriyah ◽  
Chae Sun-Mi
Keyword(s):  
High School ◽  
High School Students ◽  
Parenting Style ◽  
Junior High School ◽  
Junior High ◽  
Risk Group ◽  
Self Regulation ◽  
Smartphone Addiction ◽  
School Students ◽  
The Relationship

Background: Smartphone addiction leads to physical, psychological, and social consequences for users, particularly for adolescent users, as psychological development is still in the process of maturation. Individual and family characteristics are shown to contribute to shaping adolescent’s behavior related to smartphone usage. Specifically, perceived parenting style and self-regulation have been reported as significant factors influencing smartphone addiction among adolescents.Objective: This study aims to identify the relationship among parenting style, self-regulation, and smartphone addiction proneness in Indonesian junior high school students.Method: This study used a cross-sectional, descriptive study design. Data collection took place in five public junior high schools in Jember from the 7th of January to the 8th of February, 2019. The total sample of this study was 158, purposively asked to fill out three questionnaires: Parental Authority Questionnaire, Self-Regulation Questionnaire, and Smartphone Addiction Proneness Scale. Chi-square test and Pearson’s correlation coefficients were used to test the relationship between two variables.Result: The differences in smartphone addiction proneness between the risk group and non-risk group were significant depending on gender (p=0.004), daily smartphone usage time (p=0.025), and purpose of smartphone usage (p=0.001). A significant negative correlation was found between self-regulation and smartphone addiction proneness (r= -0.448, p=0.001).Conclusion: The current study found that 11.4% of junior high school students in Jember-Indonesia were categorized into risk groups for smartphone addiction. Gender, daily smartphone usage time, and purpose of smartphone usage showed significant differences between the risk group and the non-risk group. However, there was no difference in the parenting style of the mother between the two groups. Self-regulation showed a significant association with smartphone addiction. 

scholarly journals Frontal Cortex Functioning in Infancy

2017 ◽  
Author(s):  
Karla Holmboe
Keyword(s):  
Early Childhood ◽  
Frontal Cortex ◽  
Self Regulation ◽  
Parent Report ◽  
Dependent Measure ◽  
Comt Val158met ◽  
Val158met Polymorphism ◽  
Infancy And Early Childhood ◽  
Functional Mechanisms ◽  
The Relationship

The functional status of the frontal cortex in infancy and early childhood is relatively poorly understood, and not much is known about the relationships between the few tasks developed to assess such functioning. The work presented in this thesis investigated these questions using an individual differences approach. Two cohorts of children were tested longitudinally on a set of tasks that have been associated with the frontal cortex in an attempt to establish whether these tasks share common functional mechanisms. Cohort 1 (n = 24) was tested at 9 and 24 months of age, and Cohort 2 (n = 104) was tested at 4 and 9 months of age. Furthermore, a new task, termed the Freeze-Frame task, was developed to assess inhibitory functioning in infancy using eye movements as the dependent measure. The relationship between performance on infant frontal cortex tasks and measures of temperament and general development was also investigated. Finally, a common genetic variation, the COMT Val158Met polymorphism, which has been specifically associated with variation in the neurobiology of the frontal cortex, was investigated in relation to performance on the infant frontal cortex tasks. The results indicated that frontal cortex tasks administered at the same age shared functional mechanisms. Performance indices from the new Freeze-Frame task were associated with performance on several other infant and toddler frontal cortex tasks. Associations between frontal cortex tasks administered at 9 months were stronger than between the tasks administered at 4 months. Longitudinal associations were generally lacking between 4 and 9 months, but some strong associations were found between 9 and 24 months of age. At 4 months of age frontal cortex tasks tended to be associated with better self-regulation as assessed by a parent-report temperament questionnaire. However, at 9 and 24 months of age this pattern had reversed indicating that more reactive children tended to perform better on frontal cortex tasks. Some of the frontal cortex tasks were associated with measures of general cognitive development. However, the associations found between frontal cortex tasks could generally not be accounted for by variation in general cognitive ability. The COMT Val158Met polymorphism was found to be related to a selective aspect of performance on the new Freeze-Frame task, but not to any of the other frontal cortex tasks. The results are discussed in terms of their implications for our understanding of frontal cortex functioning in infancy and early childhood.

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

scholarly journals HUBUNGAN POLA ASUH IBU DENGAN REGULASI DIRI REMAJA AKHIR

MANASA ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 36-44
Author(s):  
Natasya Hanan Putri ◽  
Weny Savitry S. Pandia ◽  
Desy Chrisnatalia
Keyword(s):  
Transition To Adulthood ◽  
Parenting Style ◽  
Pearson Correlation ◽  
Self Regulation ◽  
Self Control ◽  
Late Adolescent ◽  
Great Role ◽  
Maternal Parenting ◽  
Correlation Techniques ◽  
The Relationship

Late adolescent aged 18-25 are expected to overcome obstacles and make decisions as transition to adulthood. Self-regulation is needed that adolescents had to have self-control. Self-regulation is an individual's ability to consider goals, commitments and rewards to respond environmental demands. Maternal parenting style is an important thing to form selfregulation. Maternal parenting style is mother’s set rules, reward, punishmet and respond to children’s behavior. This quantitative study aims to describe the relationship between maternal parenting style and late adolescent’sself-regulation. The participants were 134 teenagers aged 18 to 25 living with their mother. The instruments are Self-Regulation Questionnaire and Scale of Parenting Style. The data was analysed using Pearson correlation techniques. The results showed significant correlation between maternal parenting style and late adolescent’s selfregulation (r = .348, p<.01, two tailed). This result fitted with previous research which stated that primary environment is considered to have great role in late adolescent’s self-regulation than other factors.

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