The results of studies on early competences suggest that the child's delay of gratification (DoG) ability is a major predictor of school readiness (SR). However, there are no direct data or convincing explanations as to how DoG translates into preschool children's readiness to commence school education. Aiming at a better understanding of the…

Self-regulation facilitates healthy development and positive adaptation across the life course, and deficits are linked to negative health outcomes. Self-regulation development is thus an important target for universal prevention interventions in early childhood. A well-established research base addresses the significance of caregiver…

Children with autism spectrum disorder often demonstrate difficulties with self-regulation, although studies of this construct in young children with autism spectrum disorder are limited. In this study, developmental changes were examined using a measure of self-regulation appropriate for young children, resistance to temptation. At 22, 28, and 34…

The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and…

Developmental trajectories and individual differences in 70 American middle-income 2.5- to 4-year olds' moral judgments were examined 3 times across 1 year using latent growth modeling. At Wave 1, children distinguished hypothetical moral from conventional transgressions on all criteria, but only older preschoolers did so when rating deserved…

In his monumental research, although Piaget primarily relayed information about children's developmental stages of cognitive growth, Marian Marion goes on to discuss not only the developmental stages, yet focuses on how children think. In her textbook, "Guidance of Young Children", Marion conveys how teachers need to understand children and help…

This chapter explores paths toward emotion-focused coping among typically developing young children and their more or less average parents--portraying characteristic developmental patterns, demands, and stresses. Emotion-focused coping strategies are effortful and aim to decrease negative emotions in stress-inducing interpersonal contexts. The…

A model for teaching children skills to strengthen emotional self-regulation is introduced, informed by the developmental concept of scaffolding. Adult modeling/instruction, role-play and in vivo coaching are tailored to children's level of understanding and skill to promote use of skills in real life contexts. Two-hundred twenty-six…

Self-control is a skill that children need to succeed academically, socially, and emotionally. Brain regions essential to self-control are immature at birth and develop slowly throughout childhood. From ages 3 to 6 years, as these brain regions become more mature, children show improved ability to control impulses, shift their attention flexibly,…

This research investigated 4- through 7-year-olds' and adults' (n=64) concepts about the emotional consequences of desire fulfillment versus desire inhibition in situations where people's desires conflict with prohibitive rules. Results revealed developmental increases in attributing positive or mixed emotions to story characters that make…

The authors examined the developmental course of self-regulation in a cohort of children from the National Longitudinal Survey of Youth. The longitudinal sample included 646 children (48% girls; 52% boys; 36.2% Black, 23.4% Hispanic, 40.4% White) who were 4 to 5 years old in 1986 and who were followed up at ages 8 to 9 and ages 12 to 13. Levels of…

Using Ecological Systems Theory and stage sequential modelling procedures for detecting mediation, this study examined how early developmental contexts impact preschoolers' performances on a measure of sustained attention and impulse control. Data from 1273 European-American and African-American participants in the NICHD Study of Early Child Care…

Describes purpose of private speech and stages of development of private speech from birth to age 8. Details ways teachers can support children's gradual internalization of private speech. Outlines procedures for assessing private speech progress. Notes classroom implications related to anticipating children's thinking, asking children to answer…

To ensure that children will be able to learn to resolve interpersonal conflicts, teachers need to examine the ways in which they resolve conflicts with the young children under their care. Teachers also need to ensure that children: (1) possess environments where they trust that they will be safe and well-cared for; (2) develop a sense of…

Maintains that the strength of Bronson's book lies in its synthesis and connections to the major ideas in both developmental and educational psychology. Notes that the book's predictable organization makes it a handy resource for professionals working with children from birth to age 8, but suggests that the depth of knowledge displayed raises…