SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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----------------------------------------------------------------------------------------------------- “Thank you.” E. TOY SORTING Toys should be mixed together in two bins before testing begins. “Okay, now I have something else to show you.” Take out the 4 sorting bins and mixed-up toys. “Oh no, the toys are all a mess.” Dump the toys out onto the table, close to the child. Be sure to leave space on the table for the sorting bins to fit behind the mixed up toys (from the child’s perspective). “We can’t play right now, but please clean up this mess and put the toys where they go.” Line up the bins on the table. From the child’s perspective, the bins should be equidistant from the child, within reach, and behind the toys. Point to the picture on each bin: “See, the cars go in here, the dinosaurs go in here, the bugs go in here, and the beads go in here.” STOPWATCH/COUNTUP: Time for 2 minutes. Time: ✎ how long it takes for the child to start sorting the toys and ✎ amount of time to complete the task Sorting incorrectly: repeat directions and point to the sorting bins one last time: “Remember, the cars go here, the dinosaurs go here, the bugs go here, and the beads go in here.” If the child continues to sort incorrectly, do not repeat directions. 85
If the child asks if s/he is sorting correctly (e.g., asks directly or looks at you and pauses before placing the object) respond with nod or “That’s fine.” Not sorting: If child is not sorting or stops sorting, wait one full minute. Then say: “Remember, put all the toys where they go so we can do the next activity.” Do not demonstrate if child is not picking up toys. Do not repeat prompt. When child is done or after 2 minutes: “Okay. Now we’re going to do something different.” Put any remaining toys into the bins (do not sort), and put toys away. F. TOY WRAP – “Wrapping” “Now I have a surprise to show you, but I don’t want you to see it. I want to wrap it first. Please turn around so you won’t see it.” Turn child’s chair 90 o so the side of the chair faces the table. You will have to physically place the child and the chair in the proper location before starting this task, even if the child turns self and/or chair around in any manner. “Please stay in your chair and try not to look or peek while I wrap it. I’ll tell you when I’m done.” STOPWATCH/COUNTUP: Time for 1 minute. Take out wrapping materials and prewrapped toy (do not let child see that toy is already wrapped). Noisily pretend to wrap while watching child’s behavior. ✎ Record the time of the child’s first peek. Each time child turns around or peeks say, “Remember, no peeking. I’ll tell you when I’m done.” 86
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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: “Okay, now let’s build a really
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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