Associations between the Home Environment, Parenting and Self-Regulation 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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Predictors on the Trajectories of Home Environment Stimulation in Early Childhood: Growth Mixture Modeling

Early Childhood Education Research & Review ◽

10.32349/ecerr.2021.2.25.1.139 ◽

2021 ◽

Vol 25 (1) ◽

pp. 139-167

Author(s):

Sunhee Kim

Keyword(s):

Early Childhood ◽

Home Environment ◽

Growth Mixture Modeling ◽

Mixture Modeling ◽

Childhood Growth ◽

Growth Mixture

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Stimulation of Early Childhood Intelligence through Interest Approach based on the Family Environment in the Pandemic Era

Digital Press Social Sciences and Humanities ◽

10.29037/digitalpress.47398 ◽

2021 ◽

Vol 7 ◽

pp. 00008

Author(s):

Ismaniar Ismaniar ◽

Setiyo Utoyo ◽

Nur Hazizah

Keyword(s):

Early Childhood ◽

Home Environment ◽

Family Environment ◽

Literature Study ◽

Approach To Learning ◽

Study Approach ◽

The Family ◽

Learning Programs ◽

Early Childhood Learning ◽

Stimulation Of

The application of learning programs from home as an effort to reduce the transmission of the covid virus has brought about several phenomena in the field, including learning stimulation that is not carried out optimally, parents feel very bothered, and children are depressed and so on. All of this happened allegedly because some parents did not understand the approach to learning in early childhood. This research uses a literature study approach by utilizing various sources, both printed and online. From the results and discussion, it can be concluded that; 1. To optimize the results of intelligence stimulation/learning done at home, parents must understand the characteristics of early childhood learning in general, including children who like to play, each child is unique, and children like to imitate people in their environment. 2. Learning will take place well if parents understand and adapt the interests or tendencies of each child. 3. Every available space/spot in the home environment can be a fun place for intelligence stimulation for children if parents have sufficient understanding of the characteristics of an early child and the different interests of each child.

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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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