NotesFAQContact Us
Collection
Advanced
Search Tips
What Works Clearinghouse Rating
Does not meet standards3
Showing 1 to 15 of 135 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Kybartas, Tyler J.; Oody, Jennifer F.; Fairbrother, Jeffrey T.; Durham, R. Sean; Coe, Dawn P. – Early Child Development and Care, 2021
This study examined whether associations exist between PA intensity, self-regulation, and indicators of school readiness, a proxy for academic achievement, in young children. Thirty young children completed assessments of physical activity, school readiness indicators, and self-regulation. Physical activity intensity was classified as light,…
Descriptors: Physical Activity Level, Exercise, Play, Self Management
Duncan, Robert J.; Schmitt, Sara A.; Burke, Maura; McClelland, Megan M. – Grantee Submission, 2018
Self-regulation and academic skills in kindergarten are strong predictors of later achievement. However, many children enter kindergarten without adequate levels of these skills, often because of limited participation in early childhood education. The current study examined a kindergarten readiness summer program (Bridge to Kindergarten; B2K) that…
Descriptors: Kindergarten, Young Children, School Readiness, Summer Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Schmitt, S. A.; Duncan, R. J.; Budrevich, A.; Korucu, I. – Early Education and Development, 2020
Research Findings: The aim of the current study was to examine the extent to which the effects of preschool classroom quality on children's mathematics is moderated by executive functioning (EF) during the preschool year. The study sample included 102 children (M age = 53.57 months [SD = 5.42]; 49% male) and one of their parents recruited from 26…
Descriptors: Self Management, Educational Quality, Preschool Children, Classroom Environment
Peer reviewed Peer reviewed
Direct linkDirect link
Weymeis, Henk; Van Leeuwen, Karla; Braet, Caroline – European Journal of Special Needs Education, 2019
School readiness of children with special educational needs (SEN) is still understudied. The present study examined how the presumed bidirectional relationship between impaired academic performance (AP) and internalising problems (IP) could be favourably influenced. In this regard, it was assumed that children's adaptive emotion regulation plays a…
Descriptors: Self Control, Academic Achievement, Behavior Problems, School Readiness
Peer reviewed Peer reviewed
Direct linkDirect link
Loomis, Alysse M. – Early Education and Development, 2021
Research Findings: Addressing factors that influence children's self-regulation is a critical step toward closing achievement gaps that have consistently been found for African American and Latino children as well as children living in poverty. Cumulative sociodemographic risk in childhood is now widely understood to be a developmental risk factor…
Descriptors: School Readiness, Preschool Children, Self Control, Inhibition
Peer reviewed Peer reviewed
Direct linkDirect link
Mills, Britain; Dyer, Nazly; Pacheco, Daniel; Brinkley, Dawn; Owen, Margaret T.; Caughy, Margaret O. – Child Development, 2019
This study examined the development of emerging self-regulation (SR) skills across the preschool years and relations to academic achievement in kindergarten and first grade. SR skills of 403 low-income African American and Latino children were measured at 2&1/2, 3&1/2, and 5 years (kindergarten). Reading and math skills were measured at 5…
Descriptors: Self Control, Preschool Children, Kindergarten, Grade 1
Peer reviewed Peer reviewed
Direct linkDirect link
McCoy, Dana C.; Gonzalez, Kathryn; Jones, Stephanie – Child Development, 2019
This study explores children's early academic and self-regulatory skills as potential pathways through which a preschool enrichment program--the Chicago School Readiness Project (CSRP)--may contribute to low-income children's long-term outcomes (N = 466; M[subscript age] at baseline = 4.10 years). We find that CSRP's impact on high school grades…
Descriptors: School Readiness, Preschool Children, Early Intervention, Self Management
Peer reviewed Peer reviewed
Direct linkDirect link
Jahromi, Laudan B.; Umaña-Taylor, Adriana J.; Updegraff, Kimberly A.; Derlan Williams, Chelsea; Kirkman, Katherine – Developmental Psychology, 2020
This study examined whether the mechanism linking changes in Mexican-origin adolescent mothers' depressive symptoms to children's subsequent self-regulation and academic readiness was via their emotion scaffolding when their children were 2, 3, 4, and 5 years of age. Data included home interviews with adolescent mothers (N = 204), observations of…
Descriptors: Depression (Psychology), Mothers, Emotional Response, Self Control
Education Commission of the States, 2020
Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements,…
Descriptors: State Policy, Educational Policy, Primary Education, Social Development
Peer reviewed Peer reviewed
Direct linkDirect link
Vernon-Feagans, Lynne; Garrett-Peters, Patricia; Willoughby, Michael – Developmental Psychology, 2016
Behavioral regulation is an important school readiness skill that has been linked to early executive function (EF) and later success in learning and school achievement. Although poverty and related risks, as well as negative parenting, have been associated with poorer EF and behavioral regulation, chaotic home environments may also play a role in…
Descriptors: Student Behavior, Child Behavior, Kindergarten, Predictor Variables
Peer reviewed Peer reviewed
Direct linkDirect link
Djambazova-Popordanoska, Snezhana – Educational Review, 2016
Effective regulation of both positive and negative emotions plays a pivotal role in young children's emotional and cognitive development and later academic achievement. A compelling body of evidence has highlighted the symbiotic relationship between emotion regulation competencies and young children's emotional health, in particular their mood and…
Descriptors: Self Control, Academic Achievement, Emotional Response, Emotional Development
Peer reviewed Peer reviewed
Direct linkDirect link
McLear, Caitlin; Trentacosta, Christopher J.; Smith-Darden, Joanne – Early Education and Development, 2016
Research Findings: Early reading and mathematics skills predict later academic success, and child self-regulation and secure parent-child relationships are both predictors of early academic skills. Self-regulatory and family relationship factors have rarely been studied together as predictors of early academic success in populations of young…
Descriptors: At Risk Students, Family Relationship, Prediction, Self Control
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Rojas, Natalia – Society for Research on Educational Effectiveness, 2016
The current study examines classroom-level peer behavioral regulation skills and their implications for children's school readiness outcomes. Specifically, this study will answer the following research questions: (1) Is the average level of peers' behavioral regulation skills in a classroom in the fall associated with growth in children's school…
Descriptors: Self Control, Peer Groups, School Readiness, Correlation
Peer reviewed Peer reviewed
Direct linkDirect link
Russell, Beth S.; Lee, Jungeun Olivia; Spieker, Susan; Oxford, Monica L. – Journal of Research in Childhood Education, 2016
The current longitudinal study used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) to examine a model of development that emphasizes early caregiving environments as predictors of social emotional competence (including classroom competence). This path analysis…
Descriptors: Elementary School Students, Early Childhood Education, Grade 1, Parenting Styles
Graziano, Paulo A.; Hart, Katie – Grantee Submission, 2016
The current study evaluated the initial efficacy of three intervention programs aimed at improving school readiness in preschool children with externalizing behavior problems (EBP). Participants for this study included 45 preschool children (76% boys; M[subscript age] = 5.16 years; 84% Hispanic/Latino background) with at-risk or clinically…
Descriptors: Behavior Modification, Self Control, Preschool Children, Behavior Problems
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9