Preschool Self-Regulation Development: Influencing Regimes of Truth

ISBN-13: 9783659699627 / Angielski / Miękka / 2015 / 156 str.

Guirguis Ruth

Opis

Research demonstrates that students who enter kindergarten without self- regulatory skills are at greater risk for difficulties in academics. This quantitative study explored the associations between self-regulation, academics, and Dual Language Learners (DLL) in preschool. With the call for educational policies focusing on more accountability and high stakes testing, educational legislations are putting the overall development of the preschool child at risk. Children spend much of their day preparing for standardized tests and skills such as self-regulation are not supported in early elementary grades. The study measured associations in Time 1 and Time 2 of the preschool year. Correlation analysis between emergent literacy skills and self-regulation were conducted. Furthermore, this study also examined within correlations between language and self-regulation in DLLs. Results revealed that cognitive control has stronger associations with language and literacy skills in preschool students. Implications for practice and policy are further discussed through the lens of the Foucaultian Framework.

O autorze

Pace University School of Education Professor Ed. D in Interdisciplinary Studies in Education NYS Permanent Certification PreK-6/Special Education/Bilingual Certification Nominated for the 2014 AERA Early Education and Child Development SIG Outstanding Dissertation Award. Nominated for the NAECTE Dissertation Award. NAEYC PPPIF Committee