SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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Hold your tongue out and place the candy on it at the same time as the child. Leave your mouth open so the child can see the candy.. STOPWATCH/COUNTUP: Let timer run for 10 seconds. ----------------------------------------------------------------------------------------------------- If child eats (or sucks) M&M before the end of the trial, eat your candy: “It’s a tie! We both ate it at the same time.” If child closes mouth for 3 seconds or more, eat your candy: “Remember, you need to keep your mouth open so I can see.” Record this behavior as ‘eating the candy’. If one of you drops the candy: “Oops, that’s okay.” Move on to the actual trial. If child waits the full length of the trial, eat your candy: “You win!” ----------------------------------------------------------------------------------------------------- TONGUE TASK – Actual Trial After child finishes candy from practice trial: “Okay, let’s do it one more time. Remember to keep your mouth open so I can see.” STOPWATCH/COUNTUP: Let timer run for 40 seconds. ----------------------------------------------------------------------------------------------------- If the child eats M&M or closes mouth for 3 seconds before the end of the trial, eat your candy: “It’s a tie! We both ate it at the same time.” ✎ Record the time until the child eats candy. If one of you drops the M&M Before 35 seconds into the trial: “Oops, that’s ok.” Re-administer the trial one time. After than 35 seconds into the trial, or for the second time: “That’s okay, you did a good job. Here’s another M&M/Skittle; you can eat it now.” ✎ Record the actual length of trial.. 93
If child waits the full length of the trial, eat your M&M and say, “You win!” ----------------------------------------------------------------------------------------------------- “Thank you. You did a nice job today. We’re all done. You can eat your candy now.” END OF ASSESSMENT 94
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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
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Kochanska and colleagues (2000) sug
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in poverty are more likely than the
Page 49 and 50:
Miller et al., 2004). I am confiden
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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 and 100: If child offers you a turn: “Than
Page 101 and 102: If child waits for the timer, “Ni
Page 103: ** ** TIMER/COUNTDOWN: Set the time
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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