SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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** ** TIMER/COUNTDOWN: Start the timer. When it beeps, say: “Time.” Let the child get the M&M. ----------------------------------------------------------------------------------------------------- If the child reaches for the candy before 10 seconds: “Remember, you need to wait for me to beep the timer.” (Place your hand on top of the cup, if necessary, to keep the child from taking the candy.) If child does not take the candy at the end of the trial: “I beeped the timer, so you can get the candy now.” If the child eats the candy, do not comment, but make sure s/he finishes it before starting the next trial. ----------------------------------------------------------------------------------------------------- “Please put the candy in here until we’re all done.” Have the child put the candy in the second cup and place the cup out of the way. H. SNACK DELAY – Trial 1 (10 sec) “Ok, that’s how you play. We’re going to do it again. Keep your hands flat on the table. Remember to wait until I beep the timer and say ‘Time’ before you look for the candy.” ** ** TIMER/COUNTDOWN: Set the timer for 10 seconds and place it on the table. Hide a new candy under the cup. ** ** TIMER/COUNTDOWN: it. After 5 seconds, pick up timer and bring it towards you, but do not beep After 10 seconds, when timer beeps, say “Time.” ----------------------------------------------------------------------------------------------------- If child takes candy before you beep the timer, “You couldn’t quite wait that time, could you?” 89
If child waits for the timer, “Nice job.” ----------------------------------------------------------------------------------------------------- Let child get candy and place it in the second cup. Do not stop child from trying to get the candy. Do not place your hand on the cup. SNACK DELAY – Trial 2 (20 sec) “Let’s do it again. Keep your hands flat, and remember to wait for me to beep the timer.” REMEMBER: The child should not eat the candy until end of all the tasks. If child does eat any candy, don’t comment, but be sure to wait until child’s finished before administering the next trial. ** ** TIMER/COUNTDOWN: Set the timer for 20 seconds and place it on the table. Hide a new candy under the cup. ** ** TIMER/COUNTDOWN: ----------------------------------------------------------------------------------------------------- If child takes candy before you beep the timer, “You couldn’t quite wait that time, could you?” If child waits for the timer, “Nice job.” ----------------------------------------------------------------------------------------------------- Let child get candy and place it in the second cup. Do not stop child from trying to get the candy. Do not place your hand on the cup. SNACK DELAY – Trial 3 (30 sec) 90
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SELF-REGULATION IN PRESCHOOL CHILDR
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This work is licensed under a Creat
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Acknowledgements I would like to ac
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List of Tables Table Page 1 Summary
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List of Abbreviations AP ATL AVE CM
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child’s on-task involvement, gend
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Shields, 2004) and exhibit more pos
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support and caregiving may serve as
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care - which will be used as a prox
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these self-regulatory functions (Ca
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Kaufmann et al., 2000). In fact, re
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“activated”. The current framew
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eginning of preschool or child care
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such as family problems, lower pare
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Schiefele, Roeser, & Davis-Kean, 20
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significantly behind their peers in
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environments, which may be further
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to suggest that there is noted soci
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Chapter 3: Statement of Problem Ove
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potential gender and socioeconomic
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Chapter 4: Research Questions Resea
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children’s demonstration of learn
Page 45 and 46:
Kochanska and colleagues (2000) sug
Page 47 and 48:
in poverty are more likely than the
Page 49 and 50: Miller et al., 2004). I am confiden
Page 51 and 52: the difference between the slow and
Page 53 and 54: when other kids are absent, seeks c
Page 55 and 56: The measure yields three reliable l
Page 57 and 58: analysis, and principal components
Page 59 and 60: Vinzi, et al., 2010). Without satis
Page 61 and 62: ehaviors. However, cool executive c
Page 63 and 64: diminished, where on-task involveme
Page 65 and 66: that although self-regulation is im
Page 67 and 68: from the current model. Although th
Page 69 and 70: In addition to the moderation of ge
Page 71 and 72: child no longer being affiliated wi
Page 73 and 74: produced a model linking self-regul
Page 75 and 76: demonstrate difficulty with self-re
Page 77 and 78: academic success, but to demand tha
Page 79 and 80: Table 2 Outer Model and Final R 2 s
Page 81 and 82: Table 3 Inner Model LV Correlations
Page 83 and 84: Table 5 Significance of Moderating
Page 85 and 86: Figure 2: Final partial least squar
Page 87 and 88: Figure 3b: Moderated Model - Female
Page 89 and 90: Figure 4b: Moderated Model - Head S
Page 91 and 92: Once the child is in position: “R
Page 93 and 94: 4) 2 taps 8) 2 taps 12) 1 tap 16) 1
Page 95 and 96: “Okay, now let’s build a really
Page 97 and 98: If the child asks if s/he is sortin
Page 99: If child offers you a turn: “Than
Page 103 and 104: ** ** TIMER/COUNTDOWN: Set the time
Page 105 and 106: If child waits the full length of t
Page 107 and 108: 2= Certainly Applies adjust7 Is eas
Page 109 and 110: adjust23 Accepts teacher’s author
Page 111 and 112: 1= Applies Sometimes 2= Certainly A
Page 113 and 114: Appendix 3: Preschool Learning Beha
Page 115 and 116: Attitude Towards Learning Attention
Page 117 and 118: N/A Invents silly ways of doing thi
Page 119 and 120: References Adelman, H.S., & Taylor,
Page 121 and 122: Bronson, M.B., Tivnan, T., & Seppan
Page 123 and 124: Denham, S.A., Blair, K.A., & DeMuld
Page 125 and 126: Fabes, R.A., Martin, C.L. Hanish, L
Page 127 and 128: Hu, L., & Bentler, P.M. (1999). Cut
Page 129 and 130: Lin, H., Lawrence, F.R., & Gorrell,
Page 131 and 132: Normandeau, S., & Guay, F. (1998).
Page 133 and 134: Rothbart, M.K., Ahadi, S.A., & Hers
Page 135 and 136: Swanson, H.L. (1999). Reading compr
Page 137: Curriculum Vitae Todd M. Wyatt grad
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