Longitudinal Effects of Fathers’ Rearing Involvement During Early Childhood on First Graders’ School Adjustment: Mediating Role of Executive Function Difficulties

Although there is a growing interest in identifying the variables that enhance student school adjustment, there is a lack of understanding of the mechanisms involved in it during adolescence. Despite there being works that confirm the positive relationship between school climate and academic performance, it is still unresolved which of the more specific aspects of climate are linked to this performance, as well as the degree to which an individual variable such as resilience can play a mediating role between both; these unknown factors constitute the objective of this study. A total of 731 students (mean age, Mage = 15.20 years; Standard Deviation, SD = 1.62) from the Basque Country participated; they completed the PACE-33 -school climate scale-, the CD-RISC10 -resilience scale- and the EBAE-10 -perceived academic performance subscale-. The full mediation model and the partial mediation model were tested. The results show that the model of choice is that of partial mediation: the resilience mediates the relationship between two specific aspects of the school climate (peer relationship and teachers’ ability to motivate) and perceived academic performance, and a third specific aspect (teachers’ expectations) has a direct relationship with perceived academic performance. These findings highlight the importance of attending to variables specific to the context in which the subject interacts, with the role of the teacher being especially important, in addition to promoting the development of resilience, due to the weight it has on the perception that students have about their school performance.

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Linking Shyness With Social and School Adjustment in Early Childhood: The Moderating Role of Inhibitory Control

Moving Forward in the Study of Temperament and Early Education Outcomes ◽

10.1201/9780429344466-5 ◽

2020 ◽

pp. 57-72

Author(s):

Stefania Sette ◽

Will E. Hipson ◽

Federica Zava ◽

Emma Baumgartner ◽

Robert J. Coplan

Keyword(s):

Early Childhood ◽

Inhibitory Control ◽

School Adjustment ◽

Moderating Role

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Empathic Behavior in Early Childhood under Condition of Taking the Mom’s Role in the Play

Psychological-Educational Studies ◽

10.17759/psyedu.2018100403 ◽

2018 ◽

Vol 10 (4) ◽

pp. 23-30

Author(s):

T.O. Yudina

Keyword(s):

Early Childhood ◽

Prosocial Behavior ◽

Empirical Data ◽

Role Playing ◽

Role Taking ◽

Mediating Role ◽

The Difference ◽

Empathic Behavior

Following the modern theoretical and empirical data on the problem of relation between the role-taking and empathy abilities we supposed that empathic behavior in early childhood could be realized through acquiring the role “mom” within the role playing. In order to test our suppose we have conducted the ingroup experiment with 36 toddlers (M=35 months) and compared the frequency of the empathic behavior under two conditions: 1) taking the role of mom and 2) taking the role of friend by the toddler withing the experimental story-play with toys. According to our hypothesis we expected that children would display the empathic behavior more frequent in the condition of taking the mom’s role. Our hypothesis was not confirmed since the difference between conditions has been not significant. Such results reveal that the parental models do not serve significant mediating role in the child’s learning of prosocial behavior.

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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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