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ERIC Number: ED087565
Record Type: Non-Journal
Publication Date: 1973-Sep
Pages: 95
Abstractor: N/A
Reference Count: N/A
Correlates and Implications of Self-Regulatory Behaviors. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study.
Ward, William C.
The purpose of the present report was to explore the effects of certain experimental variables on the development and integration of self-regulatory behaviors. A second purpose was to examine the relations between these behaviors and other non-test based sources of information on the child's behavior and environment during the preschool years. Finally, further evidence was sought as to the nature of developmental stability and change in self-regulation during this period. Four distinct series of analyses were undertaken. One considered the relation between preschool attendance and the levels and intercorrelations of self-regulatory behaviors. A second series focused on the relation between self-regulatory behaviors and information on the child's home environment; detailed information was collected from interviews with the children's mothers. In the third analysis, children's personal-social behaviors during free play in the preschool were examined for possible relations to self-regulatory behaviors. The final series provided another way of studying consistencies and discontinuities in children's performance on a certain measure over successive years of development. (Author/MS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Child Development Services Bureau (DHEW/OCD), Washington, DC. Project Head Start.
Authoring Institution: Educational Testing Service, Princeton, NJ.
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