The development of self-regulation across early childhood.

Montroy, Janelle J.; Bowles, Ryan P.; Skibbe, Lori E.; McClelland, Megan M.; Morrison, Frederick J.

doi:10.1037/dev0000159

Cited by 344 publications

(303 citation statements)

References 114 publications

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“…As Montroy et al (2016) noted the developmental trajectories for behavioral self-regulation from 3 to 7 years are important. At age 4–5 years and, even before age 4, sufficient family supports can be provided to ensure that children begin school with requisite skills to attend and engage productively in classroom activities.…”

Section: Discussionmentioning

confidence: 98%

Executive Function in Adolescence: Associations with Child and Family Risk Factors and Self-Regulation in Early Childhood

et al. 2017

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Executive functions are important higher-order cognitive skills for goal-directed thought and action. These capacities contribute to successful school achievement and lifelong wellbeing. The importance of executive functions to children’s education begins in early childhood and continues throughout development. This study explores contributions of child and family factors in early childhood to the development of executive function in adolescence. Analyses draw on data from the nationally representative study, Growing up in Australia: The Longitudinal Study of Australian Children. Participants are 4819 children in the Kindergarten Cohort who were recruited at age 4–5 years. Path analyses were employed to examine contributions of early childhood factors, including family socio-economic position (SEP), parenting behaviors, maternal mental health, and a child behavioral risk index, to the development of executive function in adolescence. The influence of children’s early self-regulatory behaviors (attentional regulation at 4–5 years and approaches to learning at 6–7 years) were also taken into account. A composite score for the outcome measure of executive function was constructed from scores on three Cogstate computerized tasks for assessing cognition and measured visual attention, visual working memory, and spatial problem-solving. Covariates included child gender, age at assessment of executive function, Aboriginal and Torres Strait Islander status, speaking a language other than English at home, and child’s receptive vocabulary skills. There were significant indirect effects involving child and family risk factors measured at 4–5 years on executive function at age 14–15 years, mediated by measures of self-regulatory behavior. Child behavioral risk, family SEP and parenting behaviors (anger, warmth, and consistency) were associated with attentional regulation at 4–5 years which, in turn, was significantly associated with approaches to learning at 6–7 years. Both attentional regulation and approaches to learning were directly associated with executive functioning at 14–15 years. These findings suggest that children’s early self-regulatory capacities are the basis for later development of executive function in adolescence when capabilities for planning and problem-solving are important to achieving educational goals.

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Section: Discussionmentioning

confidence: 98%

Executive Function in Adolescence: Associations with Child and Family Risk Factors and Self-Regulation in Early Childhood

et al. 2017

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“…Early childhood is characterized by individual differences that underlie rapid growth in EF (Montroy, Bowles, Skibbe, McClelland, & Morrison, 2016). Inhibitory control has been a particular focus of research attention because it is among the earliest EF components to develop in young children (Diamond, 2016) and is fundamental to regulating one’s behaviors during the transition to formal schooling.…”

Section: Introductionmentioning

confidence: 99%

Intergenerational associations in executive function between mothers and children in the context of risk

Kim

Shimomaeda

Giuliano

et al. 2017

Journal of Experimental Child Psychology

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Executive functioning (EF) is critical for school readiness and other important life skills. Previous investigations have often neglected the important influence of parental EF skills in shaping their own children’s EF. This study attempted to replicate recent empirical work that has shown that maternal EF is positively related to child EF. An ecological theoretical framework was used to examine the maternal EF–child EF link in family environments characterized by significant risk and socioeconomic adversity. Data from 38 mother–child dyads revealed that larger maternal working memory capacity was associated with greater child accuracy and slower reaction times on a child-friendly Go/No-Go task of response inhibition, but not on an emotional Go/No-Go task. This finding suggests that in contexts of risk and adversity, slower reaction times, instead of reflecting weaker EF skills, might reflect an adaptive skill; that is, exercising appropriate caution and careful responding on a challenging task. Results provide additional evidence of an intergenerational link between maternal EF and child EF and yield new insights into the nature of EF in adverse environments.

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“…Some groups of children may behave differently initially and yet reach similar levels of skill at a later age point (e.g., Montroy, Bowles, Skibbe, McClelland, & Morrison, 2016; Wanless et al, 2016). Other groups of children may not differ markedly from each other initially, and yet each follows a different developmental path, one perhaps deviating from a more typical path.…”

Section: Introductionmentioning

confidence: 99%

Child language and parenting antecedents and externalizing outcomes of emotion regulation pathways across early childhood: A person-centered approach

et al. 2017

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Decreases in children's anger reactivity because of the onset of their autonomous use of strategies characterizes the prevailing model of the development of emotion regulation in early childhood (Kopp, 1989). There is, however, limited evidence of the varied pathways that mark this development and their proposed antecedents and consequences. This study used a person-centered approach to identify such pathways, antecedents, and outcomes. A sample of 120 children from economically strained rural and semirural households were observed while waiting to open a gift at ages 24, 36, and 48 months. Multitrajectory modeling of children's anger expressions and strategy use yielded three subgroups. As they aged, typically developing children's strategy use (calm bids and focused distraction) increased while anger expressions decreased. Later developing children, though initially elevated in anger expression and low in strategy use, demonstrated marked growth across indicators and did not differ from typically developing children at 48 months. At-risk children, despite developing calm bidding skills, did not display longitudinal self-distraction increases or anger expression declines. Some predicted antecedents (12-24 month child language skills and language-capitalizing parenting practices) and outcomes (age 5 years externalizing behavior) differentiated pathways. Findings illustrate how indicator-specific departures from typical pathways signal risk for behavior problems and point to pathway-specific intervention opportunities.

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The development of self-regulation across early childhood.

Cited by 344 publications

References 114 publications

Executive Function in Adolescence: Associations with Child and Family Risk Factors and Self-Regulation in Early Childhood

Executive Function in Adolescence: Associations with Child and Family Risk Factors and Self-Regulation in Early Childhood

Intergenerational associations in executive function between mothers and children in the context of risk

Child language and parenting antecedents and externalizing outcomes of emotion regulation pathways across early childhood: A person-centered approach

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