The ability to self-regulate in this environment allows students to work collaboratively with others and problem solve without the intervention.
📌 3 Maddede Bu Makale
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Amaç & Hipotez:Öz This article leads to several conclusions regarding self-regulation in young children which does affect academic outcomes for those who transition to formal schooling from a preschool environment.
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Temel Bulgular & Veri:Herein we argue that children who are good self-regulators will realize greater academic success than those who cannot self-regulate in the later elementary grades.
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Sonuç & Katkı:The ability to self-regulate in this environment allows students to work collaboratively with others and problem solve without the intervention.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Anahtar Kelimeler Early Learning · self-regulation · academic outcomes kindergarten
Özet
Öz This article leads to several conclusions regarding self-regulation in young children which does affect academic outcomes for those who transition to formal schooling from a preschool environment. Herein we argue that children who are good self-regulators will realize greater academic success than those who cannot self-regulate in the later elementary grades. These conclusions are noteworthy given the importance placed on self-regulatory behaviour by teachers, particularly in the Early Learning Kindergarten (ELK) program where students must interact through open play with peers. The ability to self-regulate in this environment allows students to work collaboratively with others and problem solve without the intervention.
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Buckner, J. C., Mezzacappa, E., & Beardslee, W.R. (2009). Self-regulation and its relation to adaptive functioning in low-income youths. American Psychological Association, 79(1), 19-30. doi: 10.1037/a0014796 Bulotsky-Shearer, R. J., Fantuzzo, J. W., & McDermott, P. A. (2008). An investigation of classroom dimensions of emotional and behavioural adjustment and cognitive and social outcomes for head start children. Developmental Psychology, 44(1), 139-154. doi:10.1037/0012-1649.44.1.139 Centre for Literacy at Nipissing University. (2009). Why boys don’t like to read: gender differences in reading achievement. North Bay, ON: Booth, D., Elliott-Johns, S., &Bruce, F. Retrieved from http://www.ccl-cca.ca/pdfs/LessonsInLearning/02_18_09-E.pdf