SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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After 1 minute: “Okay, I’m all done, you can turn around now.” Leave the wrapped gift on the floor, away from the child’s reach. Help the child turn the chair back around. REMEMBER - Help the child turn his/her chair back around. TOY WRAP – Waiting “I need to finish this up. Please don’t touch the surprise.” Clean up wrapping materials, toys from other tasks, or do paperwork to look busy. STOPWATCH/COUNTUP: Time for 1 minute. ✎ Record the time of the child’s first touch. If child asks if s/he can open the gift: “Please wait until I’m finished.” If child touches gift but does not open it, do not say anything. is.” If child starts to open gift: “Okay, you can open it now and see what it After 1 minute: “Okay, you can open it now and see what it is.” G. TOY RETURN After child unwraps toy: “You can play with it for a little while before we do the next activity.” STOPWATCH/COUNTUP: Time for 1 minute. ----------------------------------------------------------------------------------------------------- If child does not play with toy, encourage him/her: “You can play with it – it’s pretty cool.” If child still does not play with toy, demonstrate once with an upbeat tone: “See? Pull on the string – it’s fun!”” If child asks for help, demonstrate: “You pull on the string to make the ball move like this.” 87
If child offers you a turn: “Thanks”, take a turn and return the toy. ----------------------------------------------------------------------------------------------------- Hold out hand: “Okay, please give me the toy so I can put it away.” STOPWATCH/COUNTUP: ✎ Record how long it takes the child to return the toy. Stop timing after 2 minutes. ----------------------------------------------------------------------------------------------------- If child refuses or stalls in any other way wait 1 full minute. Then say: “Ok, it’s time for the next activity. Please give me the toy.” (Hold out hand.) If the child has not returned the toy after 2 minutes, move on to next task (Snack Delay). ----------------------------------------------------------------------------------------------------- H. SNACK DELAY ** ** “Okay. Now we’re going to use M&Ms/Skittles to play a game. Here, you can try one.” Give child one. Make sure child has completely finished eating before continuing. “Good, right? Okay, for this game keep your hands here, flat on the table.” (If necessary, show the child how to place his/her hands.) “I will hide an M&M/a Skittle under this cup.” Point to first “delay” cup. When I beep the timer and say ‘Time’, you can get the candy and put it in this cup for later.” Show second cup off to side. SNACK DELAY – Teaching Trial ** ** TIMER/COUNTDOWN: Set the timer for 10 seconds. Place an M&M under the delay cup. 88
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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 and 96: “Okay, now let’s build a really
Page 97: If the child asks if s/he is sortin
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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