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Self-Regulation and Play: How Children's Play Directed with Executive Function and Emotion Regulation
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Hamamci, Beyza; Balaban Dagal, Asude – Early Child Development and Care, 2022
The associations of children's play behaviour to their emotional regulation, executive functioning were examined in this study. Teachers rated children's play behaviour, emotional regulation and executive functioning. The study sample comprised 127 (Mage in months = 60.685, SD = 9.563; 64 girls) Turkish children who continued formal education in…
Descriptors: Foreign Countries, Preschool Children, Play, Executive Function
Early Gender Differences in Emotional Expressions and Self-Regulation in Settings of Early Childhood Education and Care
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Veijalainen, Jouni; Reunamo, Jyrki; Heikkilä, Minna – Early Child Development and Care, 2021
This paper aims to determine possible gender differences in children's observed emotional expressions and their relationship with teacher-rated self-regulation (SR) skills in the setting of early childhood education and care (ECEC). Supporting SR and emotional wellbeing in early childhood can be considered a favourable pathway towards holistic…
Descriptors: Gender Differences, Emotional Response, Self Management, Self Control
How Effectively Does the Full-Day, Play-Based Kindergarten Programme in Ontario Promote Self-Regulation, Literacy, and Numeracy?
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Youmans, Alexandra S.; Kirby, John R.; Freeman, John G. – Early Child Development and Care, 2018
This study investigated the effectiveness of the Full-Day Early Learning Kindergarten (FDELK) programme, which integrates play-based learning and team teaching, in promoting 32,027 kindergarteners' self-regulation (SR), literacy, and numeracy outcomes. Outcome measures derived from teacher reports of students' school readiness in the Early…
Descriptors: Foreign Countries, Kindergarten, School Schedules, Play
Role of Self-Talk in the Classroom: Investigating the Relationship of Eight-to-Nine-Year-Olds' Self-Regulatory Self-Talk Strategies with Their Classroom Self-Regulatory Behaviour and Mathematical Achievement
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Lee, Scott; McDonough, Andrea – Early Child Development and Care, 2015
Much research has been conducted on children's self-talk and its use to regulate thinking and behaviour, but research has typically been conducted on audible self-talk when undertaking specific tasks designed by researchers and in laboratory situations. Addressing the need to study self-talk in the classroom and by students of an age when…
Descriptors: Class Activities, Classroom Environment, Classroom Observation Techniques, Investigations