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(two/one) time(s). Let’s try again. I tap (one/two) time(s),” (tap pencil and show fingers) “so you tap…” (wait for the child to tap). If child taps correctly: “Good. Let’s try again.” Move on to next trial. If still incorrect say: “Almost, but that’s not quite right. When I tap (one/two)time(s), you should tap (two/one)time(s) – like this.” Take child’s hand and tap his/her pencil the correct number of times while you say “like this.” Move on to next trial. 2. Tap pencil twice child should tap once. 3. Tap pencil twice child should tap once. Up to 6 teaching trials are allowed. ✎ Record the number of practice trials. PENCIL TAP – Scored Trials Showing fingers and tapping: “Okay, now we’re going to do it a lot of times. Remember, when I tap one time, you tap two times; and when I tap two times, you tap one time. ✎ Record the child’s response on code sheet after each trial as “0”, “1”, “2” or “3”. ***Do not score as correct/incorrect! Do not correct or praise the child. 1) 2 taps 5) 1 tap 9) 2 taps 13) 1 tap 2) 1 tap 6) 2 taps 10) 1 tap 14) 2 taps 3) 1 tap 7) 1 tap 11) 2 taps 15) 2 taps 81
4) 2 taps 8) 2 taps 12) 1 tap 16) 1 tap ----------------------------------------------------------------------------------------------------- If the child is distracted and does not tap: code as “0”, say “Please pay attention” and move on to next trial. If the child is tapping repeatedly, interrupt: “Okay”, code as “3”, move on to next trial. If it is unclear how many times the child tapped, note that on the code sheet. PENCIL RETURN “Nice job. Now we’re going to do something else; I’ll put the pencils away.” Hold out your hand for the pencil. ----------------------------------------------------------------------------------------------------- If child does not return pencil: “Please give me the pencil so we can do the next activity.” Still noncompliant: Pull out the next activity (blocks): “Let’s move on to the next activity.” ----------------------------------------------------------------------------------------------------- No need to time, but check if the child returns pencil immediately without additional request. C. TOWER TASK – Teaching Trial Take out the container of blocks. Take 6 blocks out of the container. 82
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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
Page 37 and 38:
Chapter 3: Statement of Problem Ove
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potential gender and socioeconomic
Page 41 and 42: Chapter 4: Research Questions Resea
Page 43 and 44: 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: Once the child is in position: “R
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 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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