Early Teacher–Child Relationships Promote Self-Regulation Development in Prekindergarten

Abstract

Children’s experiences during the prekindergarten period are critical for shaping their emerging self-regulation skills. The purpose of this study was to examine the contribution of teacher–child relationship quality to children’s performance on a self-regulation task at the end of prekindergarten. Teachers rated the conflict, closeness, and dependency in their relationships with 104 children in the fall of prekindergarten, and children’s self-regulation was independently measured with a visual attention task in the spring of prekindergarten. In addition, teachers and parents rated children’s temperamental self-regulation (i.e., effortful control). Results indicate that greater teacher–child dependency predicted children’s longer time on the visual attention task, and greater teacher–child closeness predicted children’s lower accuracy on the visual attention task. In addition, children who were rated as more self-regulated by parents were more accurate on the visual attention task. The implications of the results are discussed.

RTI tier 2 executive function program for 1st grade Brazilian schoolchildren

“…Studies have been published both in Brazil (Cardoso, Dias, Seabra, & Fonseca, 2017;Gonçalves et al, 2017) and internationally (Catts & Tomblin, 2001;Shuai et al, 2017;Rudasill, Acar, & Xu, 2022;Van der Ven, Kroesbergen, Boom, & Leseman, 2012), on the use of early interventions for the development of executive functions and for learning problems, as well as the performance of those skills involved.…”

Education and New Developments 2023 – Volume 1

“…This model, proposed by Miyake et al (2000), which received acceptance in the literature (Diamond & Lee, 2011;Diamond, 2013, Sullivan, Davis, & Koh, 2022, considers three components essential related to executive functions: inhibition, working memory and shifting demonstrating that, from their integration, they allow other skills to emerge, such as planning, decision making, problem solving, among others. Studies have been published both nationally (Seabra, & Dias, 2012;Gonçalves et al, 2017) and internationally (Van der Ven, Kroesbergen, Boom, & Leseman, 2012;Rudasill, Acar, & Xu, 2022), on the use of early interventions for the development of executive functions and problems of learning, as well as the performance of skills involved, however, there are still few studies that focus on the development of executive functions in students at risk for learning difficulties through the Response to Intervention (RTI) (Grosche & Volpe, 2013;Reynolds & Shaywitz, 2009;Rodríguez, Areces, García, Cueli, Gonzalez-Castro, 2021).…”

Response to Intervention (Rti) Program for the Development of Executive Functions in First-Year Elementary School

“…This model, proposed by Miyake et al (2000), which received acceptance in the literature (Diamond & Lee, 2011;Diamond, 2013, Sullivan, Davis, & Koh, 2022, considers three components essential related to executive functions: inhibition, working memory and shifting demonstrating that, from their integration, they allow other skills to emerge, such as planning, decision making, problem solving, among others. Studies have been published both nationally (Seabra, & Dias, 2012;Gonçalves et al, 2017) and internationally (Van der Ven, Kroesbergen, Boom, & Leseman, 2012;Rudasill, Acar, & Xu, 2022), on the use of early interventions for the development of executive functions and problems of learning, as well as the performance of skills involved, however, there are still few studies that focus on the development of executive functions in students at risk for learning difficulties through the Response to Intervention (RTI) (Grosche & Volpe, 2013;Reynolds & Shaywitz, 2009;Rodríguez, Areces, García, Cueli, Gonzalez-Castro, 2021).…”