While the relationship between secure attachment and emotion regulation has been extensively investigated, there is relatively little information about the trajectory of emotion regulation in childhood and whether changes in emotion regulation would mediate the relation between mother-child secure attachment and independence. A latent growth…

Inhibitory control (IC) is a core executive function integral to self-regulation and cognitive control, yet is itself multi-componential. Directed global inhibition entails stopping an action on demand. Competitive inhibition is engaged when an alternative response must also be produced. Related, but not an executive function, is…

Adverse experiences in early childhood may directly and indirectly impact children's development, including their preparedness to learn in their preschool and kindergarten classes. However, like many other developmental processes, these skills can be supported through positive experiences and resources in a child's environment. This work uses the…

Executive control (EC) emerges in the first year of life, with the ability to inhibit prepotent responses (inhibitory control [IC]) and to flexibly readapt (cognitive flexibility [CF]) steadily improving. Simultaneously, electrophysiological brain activity undergoes profound reconfiguration, which has been linked to individual variability in EC.…

Based on emerging literature on the important role of self-regulation in supporting learning, policy makers have made efforts to include self-regulation skills in practice and policy documents worldwide. Despite these efforts, there is limited understanding of what self-regulation is and how best to support these skills in the day-to-day life of…

In the early childhood period, self-regulation and delay of gratification are important skills. The lack of these skills may have a negative impact on children's development and learning. In this study, the relationship between pre-school children's delay of gratification and self-regulation skills was examined. Fifty-seven preschool children from…

During childhood, the ability to limit problem behaviors (i.e., externalizing) and the capacity for cognitive regulation (i.e., executive function) are often understood to develop in tandem, and together constitute two major components of self-regulation research. The current study examines bi-directional relations between behavioral problems and…

The present study examined the mediating role of self-regulation in the relationship between preschool children's anxiety and life skills. Children's anxiety, self-regulation, and life skills were assessed using the "Children's Anxiety Scale-Mothers' Form," "The Self-Regulation Skills Scale for Children aged 4 to 6 (Mothers'…

Children with a history of behaviorally inhibited (BI) temperament face a heightened risk for anxiety disorders and often use control strategies that are less planful. Although these relations have been observed concurrently in early childhood, middle childhood, and adolescence, few studies leverage longitudinal data to examine long-term…

This study aimed to determine the meanings that mothers attribute to the concept of child and examine the self-regulation skill levels of their children within the context of the meaning attributed to the child. The research was carried out with a mixed method design entitled "Completely Mixed Sequential Equal Status Design". The study…

This paper presents perspectives from early childhood practitioners of pre-school children's (n = 100) social and emotional competencies upon entering pre-school and again after term three of the pre-school year. This research reports findings from five pre-school settings within rural and urban locations. A quantitative approach is used with…

Executive functions (EFs) embrace a range of cognitive control processes that allow us to control and direct our own behavior, thoughts, and emotions and to develop complex responses to difficulties. Standardized tasks commonly used to investigate EFs are reviewed. Here, a study is reported of the first challenges that children set for themselves…

This study applies a "within-family, age-snapshot design" to investigate differences between siblings in the development of compliance during the preschool years by disaggregating situational, within-family, and between-family effects. The aim of the study was to investigate the relation between sibling differences in compliance and the…

Self-regulation often refers to the executive influence of cognitive resources to alter prepotent responses. The ability to engage cognitive resources as a form of executive process emerges and improves in the preschool-age years while the dominance of prepotent responses, such as emotional reactions, begins to decline from toddlerhood onward.…

Early development of emotion regulation plays a vital role in children's school readiness and later academic success. Most studies on toddlers' emotion regulation are laboratory-based and correlational research. Little attention has been paid to their development of emotion regulation in daily parent-toddler interactions in naturalistic contexts.…