SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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“Okay, now we’re going to play a game with these blocks; we can build a tower. We’ll take turns adding blocks to the tower. First I put one on, then you put one on, and then I put one on and you put one on. That’s how we take turns and that’s how we play this game. Let’s practice one.” Place the first block. Alternate turns until the tower is 6 blocks high. ----------------------------------------------------------------------------------------------------- Child starts to take an extra turn, gently interrupt: “Remember, now it’s my turn.” Child is not taking his/her turn: “Okay, now you put a block on the tower.” Child places block somewhere else or knocks them over before tower is complete: “Remember, we’re trying to build a tower. Put the blocks in one stack, like this.” If child continues, do not repeat instruction and move on to actual trial. ----------------------------------------------------------------------------------------------------- TOWER TASK – Transition “See, we made a tower together.” Slide the practice tower out of the way. ----------------------------------------------------------------------------------------------------- If the child knocks the tower down or the tower falls, calmly say, “Oops” and slide the blocks out of the way. Make no other comment and do not clean up the blocks. ----------------------------------------------------------------------------------------------------- TOWER TASK – Actual Trial Dump out the rest of the blocks (12 blocks). 83
“Okay, now let’s build a really tall one. You go first.” Each time the child places a block, pause and wait for a signal from the child that it is your turn (e.g., child says, “your turn”, waits for you, puts his/her hands together). ----------------------------------------------------------------------------------------------------- If the child does not take his/her own turn: “Okay, it’s your turn now”. Do not take an extra turn. If the tower falls (6 blocks or less) fix it and continue (7 blocks or more) go to next task (Tower Cleanup). ----------------------------------------------------------------------------------------------------- Do not remind the child to give you a turn. “That was fun, thanks for playing.” D. TOWER CLEANUP Gesture to both towers: “Please put all the blocks back into the container.” STOPWATCH/COUNTUP: Time for 2 minutes. Record on code sheet how long it takes for the child: ✎ to put the first block away and ✎ to clean up all the blocks. ----------------------------------------------------------------------------------------------------- If child is not cleaning at any point during task for 1 full minute: “Remember, you need to clean up all the blocks so we can move on to the next activity”. Do not repeat prompt. After 2 minutes, help the child clean up any remaining blocks: “I’ll help you finish up so we can move on to the next activity.” 84
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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
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 and 92: Once the child is in position: “R
Page 93: 4) 2 taps 8) 2 taps 12) 1 tap 16) 1
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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