2. Foundation
Self-regulation and reading achievement has a positive relationship. Early literacy
skills and self-regulation are significantly connected. Self-regulation provides the
relationship persists throughout elementary and high school and later advance.
(Best, Miller, & Naglieri, 2011; McClelland, Acock, & Morrison, 2006; McClelland, Acock, Piccinin,
Rhea, & Stallings, 2013).
Self-regulation is often found to be most strongly related to early math skills.
Additionally, early math skills predict not only higher achievement, but also
children’s abilities to other areas.
(Bull, Espy, & Wiebe, 2008; Cameron Ponitz, McClelland, Matthews, & Morrison, 2009; Clark, Pritchard, &
Woodward, 2010).
3. Promoting Early Academic Skills
Engaging activities or games rather than as separate literacy or math
instruction is effective.
Literacy
• Dialogic book reading
• Literacy-enriched play
interventions
• Teacher-led activities
Math
• Interactive Games
• Activities engaging books,
music, movements
4. Readiness and Academic Achievement
Practicing self-regulation can have important payoffs for children’s emergent
literacy and math skills.
Games contributing self-regulation are resulted in gain in math skills.
Promoting math and self-regulation can have beneficial effects on school readiness
for all children, but especially those who are experiencing risk early in life.
Integrating a self-regulation intervention into an existing program promote
children’s school readiness.
(Duncan et al, 2018)
5. Teacher – Child Relationship
Close, open and warm relationship between teacher and children have
positive effect on children’s development while conflictual relationship
are considered having negative impact.
Children having conflict with their teachers may not be participating in
classroom activities, negotiating activities with peers, or practicing
academic skills, activities expected to engage the self-regulation of
cognitive skills.
(McKinnon & Blair, 2018)
6. My Focus
• The relationship between self-regulation, engegament and
developmental functioning
• Developmental outcomes of children at risk in relation to effortful
control and teacher-child relationship
7. Two Studies
Coelho, V., Cadima, J., Pinto, A. I., & Guimarães, C. (2018). Self-
Regulation, Engagement, and Developmental Functioning in Preschool-
Aged Children. Journal of Early Intervention,
105381511881023.doi:10.1177/1053815118810238
Liew, J., Chen, Q., & Hughes, J. N. (2010). Child effortful control,
teacher–student relationships, and achievement in academically at-risk
children: Additive and interactive effects. Early Childhood Research
Quarterly, 25(1), 51–64.doi:10.1016/j.ecresq.2009.07.005
8. Self-Regulation, Engagement, and Developmental
Functioning in Preschool-Aged Children
• Self-regulation is linked to subsequent children’s outcomes and to school
achievement through greater engagement with teachers, with peers, and with
activities at preschool classrooms.
• Children with poor self-regulation were found to be less engaged with teachers,
peers, or classroom tasks and activities.
• Self-regulation may impact the development of other skills by either facilitating
or hindering children’s engagement, which, in turn, is an observable behavior that
illustrates children’s ability to take advantage of the opportunities and resources
afforded by the environments
(Blair, 2002; Bohlmann & Downer, 2016)
9. The Study
The present study aims to understand how self-regulation skills may impact a relevant
developmental outcome, namely engagement, in inclusive preschool settings. They try to
understand the extent to which self-regulation is related to engagement in three groups of children
with different characteristics in terms of developmental functioning:
(a) Children with disabilities of different types
(b) At-risk children
(c) Children with typical development
Research Question 1: To what extent do the three groups of children differ in the levels of self-
regulation and engagement?
Research Question 2: To what extent does the strength of the association between self-regulation
and engagement vary as a function of the child’s level of developmental functioning?
11. Method: Instruments
Developmental
Functioning
Self-regulation Skills Children’s Engagement
Matrix of assessment of
activities and participation
(MAAP)
(Castro, Pinto, & Figueiredo,
2013)
An authentic assessment
measure to understand
developmental functioning in
daily context. (Observations
and records)
Head-Toes-Knees-Shoulders (HTKS)
(Ponitz et al., 2008)
Child observation in
preschool (COP)
(Farran & Anthony, 2014)
An authentic assessment
measure to understand
engagement in daily context.
(Observations and records)
12.
13. Results
(a) the main effect of self-regulation in the three groups of children
(b) the moderation effect of self-regulation on engagement according to the group of
developmental functioning.
14. Results
• Children with typical development obtained higher levels of
engagement and self-regulation when compared with the other two
groups.
• Self-regulation scores varied accross three groups: Typically
developed children have significantly higher scores than children at
risk and children with disabilities.
15. Results
The effect of self-regulation on engagement and the extent to which this effect varied in function of
the group of developmental functioning, controlling for child age and sex.
16. Conclusion
• Self-regulation skills can influence children’s engagement
• This study documents the relevance of self-regulation competencies and engagement for
children’s development in early ages, particularly in the case of children with disabilities and
children at risk, suggesting that for these children, the two developmental competencies are
interrelated.
• Results from the present study show that children with disabilities, developmental delays, and/or
at risk show lower engagement levels in classroom activities when compared with typically
developing children, and moreover, they demonstrate lower self-regulation skills.
• in the group of children with disabilities, the influence of self-regulation on engagement was
larger, compared with the other groups, thus emphasizing the relevance of these skills for
engagement in everyday activities, especially in children with lower developmental functioning.
17. Child effortful control, teacher–student
relationships, and achievement in academically at-
risk children: Additive and interactive effects
Inhibitory control contributes concurrent and future academic skills.
Especially in low income groups, effortful control contributes early math and
literacy skills.
Researchers have found that positive teacher–student relationships are
consistently linked with increased academic motivation and achievement as
well as positive self-concept.
(Birch & Ladd, 1997; Howes, 2000; Hughes, Gleason, & Zhang,2005; Hughes & Kwok, 2006; Palermo
et al., 2007; Pianta, Steinberg, & Rollins, 1995; Ryan, Stiller, & Lynch, 1994).
18. The Study
Present study examines;
• the joint contribution of two aspects of children’s effortful control
(inhibitory control and task accuracy) and teachers’ support on
children’s achievement.
• potential additive or interactive contributions of two aspects of
effortful control and positive teacher–student relationships on
achievement separately for reading and for mathematics.
19. Method: Participants
• Sample of 784 participants (52.6% male)
• 37% White Hispanic, 34% White non-Hispanic, 23% African American,
4% Asian or Pacific Islander, and 2% Other.
• At entrance to first grade, children’s mean age was 6.57 (SD = .39)
years
Longitudinal measurement
W1: First Grade
W2: Second Grade
20. Method: Instruments
Effortful Control:
Trial 1 Trial 2 Trial 3
Observations without
interfering
Asking slow or inhibit
behaviors
Asking slow or inhibit
behaviors
(Practice) (Collected)
21. Method: Instruments
Inhibitory Control: slow or inhibit their motor activity
Task Accuracy: attend to and follow instructions by completing fine
motor tasks accurately
1. Walk-a-Line
2. Star
3. Telephone Poles
4. Circle
22. Method: Instruments
Teacher Student Relationship Inventory (TSRI; Hughes, Cavell,& Willson,
2001): teachers to self-report on their provision of six types of social support
(i.e., affection, admiration, intimacy, satisfaction, nurturance, and reliable
alliance) and conflict in their relationships with individual students.
There is no measurement of children’s view on quality of teacher-child
relationship or any observational one.
Academic Achievement: Broad Reading and Broad Math portions of the WJ-
III Achievement Battery (Woodcock, McGrew, & Mather, 2001)
24. Results
The pattern of correlations shows that child sociodemographic variables of high IQ, being a girl, high
economic status, and non-African American status were positively associated with either reading or
mathematics academic achievement.
25. Results
No interactive and no unique effects were found for inhibitory control and positive teacher–student relationships at first grade on
reading or mathematics achievement 1 year later, above contributions from covariates and all other predictors in the model,
including Wave 1 reading or mathematics score.
26. Results
Interactive effects were found between task accuracy and positive teacher–student relationships at
first grade on academic outcomes 1 year later.
27. Results
Results indicated that children with self-regulatory difficulties (particularly low task accuracy)
performed just as well academically as children with high task accuracy when paired with a positive
and supportive teacher.
28. Conclusion
• Findings indicate that aspects of child effortful control (i.e., inhibitory
control and task accuracy) and positive teacher–student relationships
operate jointly to contribute to future child academic achievement.
• Children’s abilities to regulate behavior in the classroom may be critical for
learning and achievement during entrance into formal schooling.
• Results indicate that children who exhibited low task accuracy may
especially benefit academically from having a teacher who offers high
levels of support, relative to moderate or low levels of support.
• present findings are consistent with previous research that show the link
between positive teacher–student relationships and academic outcomes
may especially be pronounced for at-risk students who exhibit self-
regulatory difficulties.
