This study aimed to determine the meanings that mothers attribute to the concept of child and examine the self-regulation skill levels of their children within the context of the meaning attributed to the child. The research was carried out with a mixed method design entitled "Completely Mixed Sequential Equal Status Design". The study…

Pronounced developmental progression during the transition to formal schooling can be found in executive functions (EF) and metacognition (MC). However, it is still unclear whether and how EF and MC influence each other during this transition. Previous research with young children suggests that inhibition may be a prerequisite for monitoring…

Children show marked improvements in executive functioning (EF) between 4 and 7 years of age. In many societies, this time period coincides with the start of formal school education, in which children are required to follow rules in a structured environment, drawing heavily on EF processes such as inhibitory control. This study aimed to…

Guided by the ecological model of civic development, this study examined the extent to which the growth in children's self-control during middle childhood predicted their civic engagement at age 26 directly and indirectly via their prosociality at age 15. We used data from 1,042 children (50% female, 77% White) in the NICHD Study of Early Child…

Social skills are dynamic developmental constructs typically measured using assessments developed via cross-sectional methods. The measurement model of derivatives (MMOD), a factor analytic approach targeting individual growth trajectories, was used to evaluate the longitudinal factor structure of the Social Skills Improvement System--Rating…

The purpose of this mixed-method action research study was to support the asynchronous development of third-grade gifted students at GWE by identifying their key social and emotional needs and determining the outcomes of a differentiated SEL curriculum. The four most significant affective areas of social and emotional need as self-reported by the…

This paper used a nationally representative sample of children from the United States to examine the extent to which physical activity and sports participation may promote growth in children's executive functions (EFs), attention, and social self-control over time. Using data from the ECLS-K:2011 (N = 18,174), findings indicated that regular…

Children from disadvantaged families are at greater risk of developing regulation difficulties. Research suggests that family-level resources such as parental education or income are related to self-regulation development. However, most studies looking at the role of family resources have used single estimators of socioeconomic status or applied a…

Self-regulation facilitates healthy development and positive adaptation across the life course, and deficits are linked to negative health outcomes. Self-regulation development is thus an important target for universal prevention interventions in early childhood. A well-established research base addresses the significance of caregiver…

It is thought that our behavioural, social and intellectual development is fostered in early childhood alongside the acquisition of metacognitive and self-regulatory abilities. This qualitative investigation reports on how 11 children applied these skills via pedagogical documentation. Participant observation and interviews were used to gather…

Background: Both transactional and common etiological models have been proposed as explanations of why externalizing behavior problems (EBP) and internalizing behavior problems (IBP) co-occur in children. Yet little research has empirically evaluated these competing theoretical explanations. We examined whether EBP and IBP are transactionally…

Executive Functions (EFs) are crucial top-down processes characterized by cool and hot aspects, required for goal-directed behaviour. Only a few studies evaluated and trained concurrently cool and hot EFs. Therefore, we promote a training aiming to enhance both EFs components. A total of 91 children attending the second year of kindergarten were…

Continuity of pre-k and kindergarten classroom experiences is a key area of interest for early childhood researchers interested in supporting public pre-k children's development over time. To advance the empirical evidence on this topic, this study examined whether differences in classroom experiences as children transition from pre-k to…

The present study examined longitudinal associations between preschoolers' executive function (EF) and adult educational attainment, impulse control, and general health directly and through its cascading effects on childhood and adolescent EF using a large, national, and prospective longitudinal sample of participants. Data were drawn from the…

In recent years, schools have begun Social Emotional Learning (SEL) instruction. In 1994, the term Social Emotional Learning was coined by CASEL (Collaborative for Academic, Social, and Emotional Learning; originally named the Collaborative to Advance Social and Emotional Learning). SEL instruction is critical in schools because communities and…