Culture, Self-Regulation, and Academics in Preschool Ruth Guirguis

Ruth Guirguis; Ruth Guirguis

Authors

Ruth Guirguis
Ruth Guirguis

Keywords:

self-regulation, culture, early childhood culture, and academics in preschool

Abstract

The development of self-regulation in early childhood students is imperative for the development of higher level thinking skills. Thus, the ability to self-regulate has been link to academic achievement and as a better indicator of school readiness. However, the research does not look into culture or Cultural factorsas a variable that may influence the development of self-regulation. Minority students such as Latino and African Americans are considered to be at a higher risk for not developing these regulatory skills. Hence, this research looks at the associations between early childhood students, self-regulation, academics, and culture. Specifically, the research analyzes results from candidates that were either Latino American culture and African American culture.

Downloads

How to Cite

Culture, Self-Regulation, and Academics in Preschool Ruth Guirguis. (2017). Global Journal of Human-Social Science, 17(G5), 27-35. https://socialscienceresearch.org/index.php/GJHSS/article/view/2250

Download Citation

References

E Bodrova, D Leong (2008) How We Know What We Know. 63, 39-58.

M Bronson (2000) Self-regulation in early childhood.

Christopher Brown (2011) Searching for the Norm in a System of Absolutes: A Case Study of Standards-Based Accountability Reform in Pre-Kindergarten. 22(1), 151-177.

Stephanie Carlson, Louis Moses, Laura Claxton (2004) Individual differences in executive functioning and theory of mind: An investigation of inhibitory control and planning ability. 87(4), 299-319.

D Castro, E Garcia, A Markos (2013) Dual language learners: Research informing policy.

M Caughy, P O'campo, S Randolph, K Nickerson (2002) The influence of racial socialization practices on the cognitive and behavioral competence of African American preschoolers. 73(5), 1611-1625.

J Cohen (1988) Statistical power analysis for the behavioral sciences.

(2010) Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects.

Robert Crosnoe (2006) Mexican Roots, American Schools.

Kimberly Day, Cynthia Smith (2013) Understanding the role of private speech in children's emotion regulation. 28(2), 405-414.

Susanne Denham, Heather Warren-Khot, Hideko Bassett, Todd Wyatt, Alyssa Perna (2011) Factor structure of self-regulation in preschoolers: Testing models of a field-based assessment for predicting early school readiness. 111(3), 386-404.

Susanne Denham, Hideko Bassett, Erin Way, Melissa Mincic, Katherine Zinsser, Kelly Graling (2012) Preschoolers' emotion knowledge: Self-regulatory foundations, and predictions of early school success. 26(4), 667-679.

Adele Diamond (2010) The Evidence Base for Improving School Outcomes by Addressing the Whole Child and by Addressing Skills and Attitudes, Not Just Content. 21(5), 780-793.

C Galindo, B Fuller (2010) The social competence of Latino kinder-gartners and growth in mathematical understanding. 46, 579-592.

P Garner, B Waajid (2012) Emotion knowledge and self-regulation as predictors of preschoolers' cognitive ability, classroom behavior, and social competence. 30(4), 330-343.

Oliver Gruber, Thomas Goschke (2004) Executive control emerging from dynamic interactions between brain systems mediating language, working memory and attentional processes. 115(2-3), 105-121.

Cornelia Kegel, Verna Van Der Kooy-Hofland, Adriana Bus (2009) Improving early phoneme skills with a computer program: Differential effects of regulatory skills. 19(4), 549-554.

C Leung, A Brice (2013) Ethical issues in conducting research with bilingual/dual language learners. 41-53.

Christine Li-Grining (2012) The Role of Cultural Factors in the Development of Latino Preschoolers' Self-Regulation. 6(3), 210-217.

Huey-Ling Lin, Frank Lawrence, Jeffrey Gorrell (2003) Kindergarten teachers' views of children's readiness for school. 18(2), 225-237.

Jeffrey Liew (2012) Effortful Control, Executive Functions, and Education: Bringing Self-Regulatory and Social-Emotional Competencies to the Table. 6(2), 105-111.

Jeffrey Liew, Erin Mctigue, Lisa Barrois, Jan Hughes (2008) Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders. 23(4), 515-526.

N Martin, R Brownell (2011) Receptive One-Word Picture Vocabulary Test -4 th Edition (ROWPVT -4).

N Martin, R Brownell (2011) Expressive One-Word Picture Vocabulary Test -4 th Edition (EOWPVT -4).

M Martinez-Pons (2002) The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. 41(2), 471-490.

M Mcclelland, C Cameron, C Connor, C Farris, A Jewkes, F Morrison (2007) Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. 43(4), 947-959.

E Miller, J Almon (2009) Crisis in the kindergarten: Why children need to play in school.

Victoria Molfese, Arlene Modglin, Jennifer Beswick, Jessica Neamon, Shelby Berg, C Berg, Andrew Molnar (2006) Letter Knowledge, Phonological Processing, and Print Knowledge. 39(4), 296-305.

Kathleen Murray, Grazyna Kochanska (2002) Effortful Control: Factor Structure and Relation to Externalizing and Internalizing Behaviors. 30(5), 503-514.

Aloze Ogbonna (2011) Teachers' Implementation of and Stages of Concern Regarding English Language Arts (ELA) Common Core State Standards (CCSS) in New York State.

A Ogan (2008) An investigation of the effects of make -believe play training on the development of self-regulation in head start children.

J Perner, B Lang, D Kloo (2002) Theory of mind and self-control: More than a common problem of inhibition. 73(3), 752-767.

C Raver, S Jones, C Li-Grining, F Zhai, K Bub, E Pressler (2011) Csrp's impact on lowincome preschoolers' preacademic skills: Selfregulation as a mediating mechanism. 82(1), 362-378.

Sara Rimm-Kaufman, Tim Curby, Kevin Grimm, Lori Nathanson, Laura Brock (2009) The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom.. 45(4), 958-972.

S Rimm-Kaufman, S Wanless (2012) An ecological perspective for understanding the early development of self-regulatory skills, social skills, and achievement. 299-323.

C Roebers, W Schneider (2005) Individual differences in young children's suggestibility: Relations to event memory, language abilities, working memory, and executive functioning. 20, 427-447.

Radiah Smith-Donald, C Raver, Tiffany Hayes, Breeze Richardson (2007) Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. 22(2), 173-187.

P Tabors, C Snow (1994) English as a second language in pre-schools. 103-125.

S Tominey, M Mcclelland (2011) Red light, purple light: Findings from a randomized trial using circle time games to improve behavioral selfregulation in preschool. 22(3), 489-519.

(2010) Census of Population and Housing, 2000 [United States]: Summary File 3, New York.

(2011) New Data from the U.S. Department of Education 2009-10 Civil Rights Data Collection Show Continuing Disparities in Educational Opportunities and Resources.

Carlos Valiente, Kathryn Lemery-Chalfant, Jodi Swanson, Mark Reiser (2008) Prediction of children's academic competence from their effortful control, relationships, and classroom participation.. 100(1), 67-77.

F Vitaro, M Brendgen, S Larose, R Tremblay (2005) Kindergarten disruptive behaviors, protective factors, and educational achievement by early adulthood. 97(4), 617-629.

L Vygotsky (1978) Biographical Note on. 15-16.

David Whitebread, Penny Coltman, Helen Jameson, Rachel Lander (2009) Play, cognition and self-regulation: What exactly are children learning when they learn through play?. 26(2), 40-52.

Grover Whitehurst, Christopher Lonigan (2001) Get Ready to Read!.

A Winsler, C Fernyhough, I Montero (2009) Private Speech, Executive Functioning, and the Development of Verbal Self-Regulation.