scholarly journals Latent Profiles of Teacher-Reported Self-Regulation and Assessed Executive Function in Low-Income Community Preschools: Relations With Motor, Social, and School Readiness Outcomes

2021 ◽  
Vol 12 ◽  
Author(s):  
Kate E. Williams ◽  
Laura A. Bentley
Keyword(s):  
Executive Function ◽  
Social Skills ◽  
School Readiness ◽  
Low Income ◽  
Behavioral Problems ◽  
Self Regulation ◽  
Teacher Report ◽  
Visual Motor Integration ◽  
Low Profile ◽  
Visual Motor

This study contributes to understandings of early childhood self-regulation and executive function, and their components, through taking a person-centered approach to investigating how these skills cluster together in children aged 4–5years. A sample of children (N=206) from preschools in low socioeconomic communities were assessed through teacher report of self-regulation and three executive function tasks at the commencement of the preschool year. Outcome variables included teacher report of social skills and behavioral problems, and children’s school readiness and visual motor integration skills were directly assessed. When the scores from this low-income sample were compared to available norms, over 70% of children scored below the 50th percentile in executive function measures, approximately 20% were below average in self-regulation skills, 48% were delayed in school readiness scores, 36% had above average levels of internalizing problems, and 25% were above average in externalizing problems. A series of four latent profile models each used different measurement approaches and combinations of self-regulation and executive function components. In three of the four models (two which combined self-regulation and executive function measures and one with teacher report of self-regulation only), a high skill and low skill profile were found with 31 to 42% of children in the low profile depending on the model. Children were very similarly classified across all three models. When three executive function scores were modeled alone, a more complex three-profile solution emerged (low, moderate, and high) with 52% in the low profile. Children identified in the low profiles across all models were at greater risk of poorer school readiness, visual motor integration and social skills, and increased behavioral problems. Taken together, the findings suggest that self-regulation and executive function skills tend to cluster together at this age and in this low-income sample. Composite scores of teacher report of self-regulation are somewhat sufficient in identifying children who also have poorer executive function skills and are at risk of poorer motor, social, and school readiness outcomes. These children are an important target group for additional supports prior to school entry.

scholarly journals Association between reduced visual-motor integration performance and socioeconomic factors among preschool children in Malaysia: A cross-sectional study

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0246846
Author(s):  
Mohd Izzuddin Hairol ◽  
Naufal Nordin ◽  
Jacqueline P’ng ◽  
Sharanjeet Sharanjeet-Kaur ◽  
Sumithira Narayanasamy ◽  
...  
Keyword(s):  
Socioeconomic Factors ◽  
School Readiness ◽  
Low Income ◽  
Maternal Education ◽  
Parent Report ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Visual Motor Integration ◽  
Visual Motor

Visual-motor integration (VMI) is related to children’s academic performance and school readiness. VMI scores measured using the Beery-Bucktenicka Developmental Test of Visual-Motor Integration (Beery-VMI) can differ due to differences in cultural and socioeconomic backgrounds. This study compared the VMI scores of Malaysian preschoolers with the corresponding US norms and determined the association between their VMI scores and socioeconomic factors. A cross-sectional study was conducted among 435 preschoolers (mean age: 5.95±0.47 years; age range: 5.08–6.83 years) from randomly selected public and private preschools. VMI scores were measured using Beery-VMI in the preschools’ classrooms. Information on the socioeconomic characteristics of the preschoolers was obtained using a parent-report questionnaire. One sample t-test was used to compare their VMI scores with the corresponding US norms. Multivariate logistic regression models were used to explore the influence of socioeconomic factors on the preschoolers’ VMI scores. Overall, Malaysian preschoolers’ VMI performance was similar to the US standardized norms (p>0.05). Children from low-income families were twice likely to obtain lower than average VMI scores than those from higher-income families (OR = 2.47, 95%CI 1.05, 5.86). Children enrolled at public preschools were more likely to obtain a lower than average VMI score than those who enrolled at private preschools (OR = 2.60, 95%CI 1.12, 6.06). Children who started preschool at the age of six were more likely to obtain lower than average VMI scores than those who started at an earlier age (OR = 4.66, 95%CI 1.97, 11.04). Low maternal education level was also associated with lower than average VMI score (OR = 2.60, 95%CI 1.12, 6.06). Malaysian preschoolers’ Beery-VMI performance compared well to their US counterparts. Some socioeconomic factors were associated with reduced VMI scores. Those from disadvantaged socioeconomic backgrounds are more likely to have reduced VMI performance, potentially adversely affecting their school readiness, cognitive performance, and future academic achievements.

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.

Implementation of a rhythm and movement intervention to support self-regulation skills of preschool-aged children in disadvantaged communities

2019 ◽  
Vol 47 (6) ◽  
pp. 800-820 ◽  
Author(s):  
Kate E. Williams ◽  
Donna Berthelsen
Keyword(s):  
Executive Function ◽  
School Readiness ◽  
Emotional Regulation ◽  
School Achievement ◽  
Self Regulation ◽  
Intervention Group ◽  
Control Group ◽  
Disadvantaged Communities ◽  
Path Analyses ◽  
Before And After

Self-regulation skills are an important predictor of school readiness and early school achievement. Research identifies that experiences of early stress in disadvantaged households can affect young children’s brain architecture, often manifested in poor self-regulatory functioning. Although there are documented benefits of coordinated movement activities to improve self-regulation, few interventions have focused exclusively on music and rhythmic activities. This study explores the effectiveness of a preschool intervention, delivered across 8 weeks, which focused on coordinated rhythmic movement with music to improve self-regulation and executive function. The study involved 113 children across three preschools in disadvantaged communities. The intervention group received 16 sessions of a rhythm and movement program over 8 weeks, whereas the control group undertook the usual preschool program. Executive functions were directly assessed, and teachers reported on children’s self-regulation before and after the intervention. Path analyses found positive intervention effects for emotional regulation reported by teachers and, for boys, on the measure of shifting in the executive function assessment. Teacher-reported cognitive and behavioral regulation also improved in one research site. These early findings suggest that a rhythm and movement intervention has the potential to support the development of self-regulation skills in preschool; however, further research is required.

scholarly journals Analyzing the Early Literacy Skills and Visual Motor Integration Levels of Kindergarten Students

2019 ◽  
Vol 8 (2) ◽  
pp. 176
Author(s):  
Zeynep Dere
Keyword(s):  
Early Literacy ◽  
School Readiness ◽  
Motor Coordination ◽  
Kindergarten Students ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Visual Motor Coordination ◽  
Visual Motor Integration ◽  
Instructional Level ◽  
Visual Motor

Early childhood education aims to support children’s whole development and their school readiness. Children develop a knowledge about reading, writing and learning before elementary school. This knowledge is called early literacy and it’s a key factor for school readiness. This study delves to investigate the early literacy skills of children and their visual motor integration. For this purpose, kindergarten students’ level of early literacy skills and visual motor integration was determined and the correlation between the two was analyzed. Eighty children at the age of five (40 females and 40 males) attending kindergarten were purposively chosen. In the study, 38% of the participants in the kindergarten was in the inadequate level of early literacy skills and 62% was in the instructional level. Children in the instructional level also showed that they had better visual motor coordination skills as well. These children presented better visual motor coordination skills in the fine manipulative skills category, print awareness category, and expressive and receptive language skills category. It was seen that visual motor integration development is a valuable factor to supports kindergarten children’s early literacy skills. For this reason, children’s visual motor coordination skills should be taken into consideration and supported for their early literacy skills development.

A Modifying the Instrument of Self-Regulation in Early Childhood Assessment

2019 ◽  
Vol 13 (1) ◽  
pp. 114-127
Author(s):  
Retno Pangestuti ◽  
Anissa Lestari Kadiyono ◽  
Surya Cahyadi ◽  
Hendriati Agustiani
Keyword(s):  
Factor Analysis ◽  
Early Childhood ◽  
Child Development ◽  
Head Start ◽  
Confirmatory Factor Analysis ◽  
School Readiness ◽  
Low Income ◽  
Self Regulation ◽  
Attentional Focus ◽  
Confirmatory Factor

Self-regulation for pre-school children is very important to support children’s adjustments in all situations and conditions. The current problem is the instrument of self-regulation is more focused on regulation in learning which is not suitable for young children. This study aims to examine the validity and reliability of Preschool Self-Regulation Assessment (PSRA) in Indonesia by modifying several children self-regulation theories. The instrument was translated from English into Indonesian and it retranslated into the native language by linguists. The questions, then, were validated through a process of professional judgment and cognitive de-briefing. The study was carried out to 179 children aged 6 to 7 years old. Data were analyzed by using confirmatory factor analysis (CFA). It showed that there are 5 dimensions of children's self-regulation, namely: attentional focus, behavioral control, self-motivated, self-autonomy and emotional control. The result showed that the five-dimensional model is agreed with the data and prove to measure children’s self-regulation. Cronbach’s alpha coefficient value was 0.899, indicating high scale reliability. Thus, the pre-school children’s self-regulation assessment has well psychometric for further use. Keywords: Children’s self-regulation, Confirmatory Factor Analysis, Construct validation, Pre-school self-regulation assessment, Reliability References Amanda, N. ., Antara, P. ., & Magta, M. (2016). Hubungan Pola Asuh Orangtua dengan Regulasi Diri Anak Usia 5-6 Tahun. Journal Pendidikan Anak Usia Dini Universitas Pendidikan Ganesha, 4(2), 1–11. Bentley, J. J. (2013). Parental Involvement, Parent-Child Warmth and School Engagement as Mediated by Self-Regulation. Brigham Young University. Bierman, K. L., Domitrovich, C. E., Nix, R. L., Welsh, J. A., Greenberg, M. T., Blair, C., … Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79(6). Blair, C., & Diamond. (2008). Developing your Children Self-Regulation through Everyday Experiences. Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. Eisenberg, N., Hofer, C., & Vaughan, J. (2007). Effortful Control and Its Socioemotional Consequences. In J. J. Gross (Ed.), Handbook of emotion regulation (hal. 287–306). New York: Guilford Press. Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-Related Self-Regulation and Its Relation to Children’s Maladjustment. Annual Reviews Clinical Psychology, 27(6), 495–525. Eisenberg, N., Valiente, C., & D.Eggum, N. (2010). Self-Regulation and School Readiness. Early Education Development., 21(5), 681–698. Goyette, P., Carrol, K., Smith-Donald, R., Metzger, M., Young, T., & Raver, C. C. (2006). Field Administration of an Emotional and Behavioral Assessment of Head Start Children:Preliminary Findings from the Preschool Self-Regulation Assessment. Grolnick, W. S., & Farkas, M. (2002). Parenting and the development of children’s self-regulation. In M. H. Bornstein (Ed.), Handbook of parenting (Vol. 5, hal. 89–110). Practical issues in parenting. Pino, D., & Whitebread, D. (2010). The Role of Parenting in Children’s Self-Regulated Learning. Educational Research Review, 5(3), 220–242. Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ pre-academic skills: Self-regulation and teacher-student relationships as two mediating mechanisms. Child Development, 82(1), 362–378. Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4). Rochmah, S. N. (2017). Hubungan Konsep Diri Guru Terhadap Regulasi Diri Anak Usia Dini. Jurnal Tunas Siliwangi SPS UPI, 3(2), 160–174. Smith-Donald, R., Carroll, K., Goyette, P., Metzger, M., Young, T., & Raver, C. C. (2006). Preliminary Validity of the Preschool Self-Regulation Assessment (PSRA). Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173–187. Tanribuyurdu, Findik, E., Yildiz, & Guler, T. (2014). Preschool Self-Regulation Assessment (PSRA): Adaptation Study for Turkey. Education and Science, 39(176), 317–328. Wang, L., Hamaker, E., & Bergeman, C. (2014). Investigating inter-individual differences in short-term intra-individual variability. Psychological Methods, 17(4), 2012. Zimmerman, B. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70

scholarly journals The Relationship of Motor Coordination, Visual Perception, and Executive Function to the Development of 4–6-Year-Old Chinese Preschoolers’ Visual Motor Integration Skills

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
Ying Fang ◽  
Jingmei Wang ◽  
Ying Zhang ◽  
Jinliang Qin
Keyword(s):  
Executive Function ◽  
Visual Perception ◽  
Motor Coordination ◽  
Childhood Development ◽  
Visual Motor Integration ◽  
Developmental Test ◽  
Visual Motor ◽  
Age Range ◽  
Relationship Of ◽  
The Relationship

Visual motor integration (VMI) is a vital ability in childhood development, which is associated with the performance of many functional skills. By using the Beery Developmental Test Package and Executive Function Tasks, the present study explored the VMI development and its factors (visual perception, motor coordination, and executive function) among 151 Chinese preschoolers from 4 to 6 years. Results indicated that the VMI skills of children increased quickly at 4 years and peaked at 5 years and decreased at around 5 to 6 years. Motor coordination and cognitive flexibility were related to the VMI development of children from 4 to 6 years. Visual perception was associated with the VMI development at early 4 years and inhibitory control was also associated with it among 4-year-old and the beginning of 5-year-old children. Working memory had no impact on the VMI. In conclusion, the development of VMI skills among children in preschool was not stable but changed dynamically in this study. Meanwhile the factors of the VMI worked in different age range for preschoolers. These findings may give some guidance to researchers or health professionals on improving children’s VMI skills in their early childhood.

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