Getting Back to the Woods: Familial Perspectives on Culture and Preschoolers’ Acquisition of Self-Regulation and Emotion Regulation

Boyer, Wanda

doi:10.1007/s10643-012-0536-7

Cited by 7 publications

(4 citation statements)

References 20 publications

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“…Ailwood, 2003; Burman, 2008; Cannella and Viruru, 2004) provide another strong argument to critically reconsider taken-for-granted meanings of these terms. Specifically, multicultural education scholars argue that no single pedagogy works for all children, given differences in children’s backgrounds, needs, capabilities and interests (Boyer, 2013; Rivalland and Nuttall, 2010). Hence, teachers are encouraged to make pedagogical decisions that fit children’s particular characteristics, rather than some generic ideal.…”

Section: Introductionmentioning

confidence: 99%

Belonging as a force of agency: An exploration of immigrant children’s everyday life in early childhood settings

Guo

Dalli

2016

Global Studies of Childhood

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The notion of agency is being used with increasing frequency in early childhood policies, replacing traditional assumptions about young children's immaturity and their role as mere recipients of adults' arrangements. Agency is thus both an educational aspiration as well as a signifier of a strong rights-based political commitment to countering views of children as immature and incompetent. This article develops the argument that agency is inherently a sociocultural product that is driven by children's clear attempts to bond with others and to develop a sense of belonging. Using examples of the everyday experiences of two Chinese immigrant children in an early childhood centre, the article considers ways in which agency was exercised by the children in an unfamiliar sociocultural setting because they wanted to belong. Some crucial issues are highlighted for practice and policy development in the area of immigrant children's education, arguing that the shaping of early childhood education requires an attention to children's 'invisible' capabilities, needs to belong and 'small' everyday life realities.

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Section: Introductionmentioning

confidence: 99%

Belonging as a force of agency: An exploration of immigrant children’s everyday life in early childhood settings

Guo

Dalli

2016

Global Studies of Childhood

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“…In this study, educators' responses suggest a strong belief in the importance of their emotional socializer role, as well as their confidence in their ability to undertake this role. Other researchers have also documented educators' expression of their unique and pivotal role in promoting preschool children's EC (Hollingsworth & Winter, 2013) and support to parents to enact their emotional socializer role (Boyer, 2013).…”

Section: Discussionmentioning

confidence: 99%

Preschool Educators’ Readiness to Promote Children’s Emotional Competence

Somerwil¹,

Klieve²,

Exley³

2020

Pac Early Child Educ Res Assoc

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The development of children's emotional competence (EC) throughout the preschool period is critical for supporting their future social competence, transition to school and long-term academic success. This paper reports on survey responses of 78 Australian preschool educators to the scale Preschool Educators' Readiness for Promoting Children's Emotional Competence modified from Bouillet, Ivanec & Miljević-Riđički (2014) and a short open response section. This scale sought the views of educators regarding aspects such as their competence, willingness to promote children's emotional competence and the influence of institutional environment and conditions, with response variations explored across different locations, centre type and also respondent age. While responses indicated strong agreement regarding ability to successfully conduct activities to promote emotional competence and also respondent's prioritization of activities for emotional competence before cognitive skills, there also were differences observed across respondents. For example, almost half responded that they were not adequately prepared by their undergraduate education to promote emotional competence. A small number of open responses were supplied (n=24). Given the small sample, these were used as additional evidence to support and explain the findings from the quantitative analysis. Overall findings highlight the need for strategies to support these educators. These include additional information and practical strategies within undergraduate training, the development of a shared language that defines these issues, ongoing professional development in their workplaces and a greater availability of practical strategies and programs to support them in delivering this important role.

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“…The definition of self-regulation is also held within the language of the culture. An ethnographic study of culturally diverse families in North America found that the ‘language of origin [held] more emotional value and connection to the traditions, symbols, and rituals of their culture’, such that using English negatively affected parent-child interactions regarding self-regulation and emotional regulation (Boyer, 2013, p. 155). This cultural embeddedness has implications for assessment: applying a tool that was developed for children in one cultural context to another cultural context, especially one that includes historically marginalised cultures, without appropriate validation involves assuming which skills are valuable in that society without confirming that this assumption is correct (Anziom et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Assessment of Self-Regulation at School Entry: A Literature Review of Existing Screening Tools and Suitability for the Aotearoa New Zealand Context

Barrett-Young,

Martin,

Clifford

et al. 2023

Journal of Psychoeducational Assessment

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This literature review investigates tools used to assess self-regulation at school entry and to inform recommendations for use in Aotearoa New Zealand. We were particularly interested in identifying self-regulation screening tools that had been developed from Indigenous frameworks to enhance likelihood of culturally empowering assessment. APA PsycInfo and Clarivate Web of Science databases were searched for articles on self-regulation screening at school entry. Screening tools were included if they met the following criteria: available in English or te reo Māori (the two predominant written languages of Aotearoa New Zealand); appropriate for children aged 5–6 years; and focus on self-regulation or contain a component assessing self-regulation. 39 screening tools which met the criteria were identified. Overall, most tools were developed from a Euro-American perspective and many were deficit- and/or clinically-focused. Issues with translating screening tools to other cultures are discussed, specifically in the context of Aotearoa New Zealand.

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Getting Back to the Woods: Familial Perspectives on Culture and Preschoolers’ Acquisition of Self-Regulation and Emotion Regulation

Cited by 7 publications

References 20 publications

Belonging as a force of agency: An exploration of immigrant children’s everyday life in early childhood settings

Belonging as a force of agency: An exploration of immigrant children’s everyday life in early childhood settings

Preschool Educators’ Readiness to Promote Children’s Emotional Competence

Assessment of Self-Regulation at School Entry: A Literature Review of Existing Screening Tools and Suitability for the Aotearoa New Zealand Context

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