SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
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subgroups, namely boys and children from impoverished households. Up to this point,<br />
the reasoning behind the dearth of effective programming around self-regulation might<br />
be a result of the perception that the central components of a child’s regulatory abilities<br />
are simply explain the manner in which children behave within their social environment.<br />
This perspective fails to consider that the current investigation clearly indicates that selfregulation<br />
is absolutely predictive of classroom learning behavior – which theoretically<br />
has a predictive influence on academic success itself. As a result, it is necessary to<br />
reformulate our understanding of the role of self-regulation, and note that it does not<br />
function in a social vacuum, but it serves as a tool for an individual to effectively act<br />
upon their social, emotional and academic environment (Denham, 2001; Izard, 1984;<br />
Sroufe et al., 1984).<br />
We are currently living in a time where increased academic standards are<br />
constantly being promoted and high-stakes testing has become the norm. It is not<br />
unheard of for teachers to feel forced to sacrifice arts, music, crafts, social-emotional<br />
curriculum along with other interactive components of the preschool and kindergarten<br />
classroom, only to rely solely on language and STEM (Science, Technology, Engineering<br />
and Mathemtaics) skills. Consequently, we seem to be fostering a culture of “drill and<br />
practice” with little room for education and programming that teaches self-regulation,<br />
as well as the fostering of staying on-task and involved and teaching adequate<br />
classroom learning skills. However, the current investigation, the many others before it<br />
and those to come, stand to not only clarify the relations between self-regulation and<br />
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