Abstract presented at The Inaugural Early Start Conference, 28-30 September 2015, Wollongong, Australi

Hammer, David

Howard, Steven J

Melhuish, Edward

English

Research Online

University of Wollongong Research Online Faculty of Social Sciences - Papers Faculty of Arts, Social Sciences & Humanities 2015 Antecedents of self-regulation in early childhood David Hammer University of Wollongong, dah10@uowmail.edu.au Edward Melhuish University of Wollongong, melhuish@uow.edu.au Steven J. Howard University of Wollongong, stevenh@uow.edu.au Follow this and additional works at: https://ro.uow.edu.au/sspapers  Part of the Education Commons, and the Social and Behavioral Sciences Commons Recommended Citation Hammer, David; Melhuish, Edward; and Howard, Steven J., "Antecedents of self-regulation in early childhood" (2015). Faculty of Social Sciences - Papers. 2044. https://ro.uow.edu.au/sspapers/2044 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: research-pubs@uow.edu.au Antecedents of self-regulation in early childhood Abstract Abstract presented at The Inaugural Early Start Conference, 28-30 September 2015, Wollongong, Australia Keywords antecedents, self, regulation, early, childhood Disciplines Education | Social and Behavioral Sciences Publication Details Hammer, D., Melhuish, E. & Howard, S. (2015). Antecedents of self-regulation in early childhood. The Inaugural Early Start Conference (pp. 68-68). Wollongong, Australia: University of Wollongong. This conference paper is available at Research Online: https://ro.uow.edu.au/sspapers/2044 IMPROVING CHILDREN’S LIVES:  TRANSLATING RESEARCH FOR POLICY, PRACTICE AND COMMUNITY68Presenter:   David HammerOrganisation:   University of WollongongCo-authors:   Edward Melhuish; Steven Howard           Stream:    Stream D: Cognitive DevelopmentFormat:    OralTitle:   “Antecedents of Self-Regulation in Early Childhood”Abstract:  Self-regulation is defined as a “child’s ability to modulate behaviours according to the cognitive, emotional and social demands of a particular situation” (Calkins & Fox, 2002, p. 479). A review of the literature highlights that different components of self-regulation are used interchangeably in the identification of the construct (i.e., behavioural self-regulation, emotional self-regulation, and social self-regulation), leading to a lack of clarity and the nature of its development. Hammer, Melhuish, Howard & Leeson (2015) found that self-regulation could be explained by four different factors (Academic, Persistence, Behavioural and Fidget), with each influencing different outcomes in the child’s academic achievement, social and emotional competence. While the importance of self-regulation has been well-established (e.g., academic achievement, social and emotional competence; (Sylva, Melhuish, Sammons, Siraj-Blatchford, & Taggart, 2007)), the antecedents of self-regulation are less clear (although it has been shown to be influenced by the child’s home learning environments, socio-economic status, parenting style and social interactions; (Karreman, van Tuijl, can Aken, & Deokovic, 2006). Even less clear is the influence these antecedents on the development of self-regulation. The current study presents findings from research that investigated the antecedents of various components of self-regulation, using the Longitudinal Study of Australian Children (LSAC). The LSAC followed 10,090 children and their families from March 2002, in two cohorts (birth: n =5,107; kindergarten: n = 4,983).  Results of the analysis identified differential influences of the antecedents on components of self-regulation.  This has important implications for education and furture interventions.Presenter:   Jessica JohnstonOrganisation:   Department of Psychology, University of OtagoCo-authors:   Sarah Rouse; Sarah-Jane Robertson; Shika Das; Jane Carroll; Elizabeth  Schaughency; Elaine Reese       Stream:    Stream D: Cognitive DevelopmentFormat:    OralTitle:   “Promoting Print-Related Talk: The Rhyme and Reason for Why Genre Matters”Abstract:  Print-related talk during shared picture book-reading is hypothesized to scaffold children’s emergent literacy skills; however, this link has been hard to assess because parents rarely refer to print when reading with their preschool-aged children. As rhyme may make print features in picture books more salient, we hypothesized that a) rhyming books would afford more parental print-related talk than prose, and b) increased print-related talk would correlate positively with children’s literacy and language skills.    Sixty-eight parent-child dyads from Dunedin, New Zealand shared two narrative picture books with their preschoolers: one rhyming and one prose. These sessions were then audio recorded, transcribed, and coded for all extra-textual talk. Children were assessed on their alphabet knowledge, phonological awareness, vocabulary level, and reading comprehension.    Overall, parents made more print-related references when reading the rhyming book (M=3.31, SD=4.25) compared to the prose (M=1.75, SD=2.78; t(66)=-3.54, p<0.01). Furthermore, the total number of parental print-related statements during the rhyming book was positively correlated with children’s letter naming fluency (r=0.37, p<0.01), alphabet knowledge (r=0.30, p=0.04), story recall (r=0.29, p=0.05), and story comprehension (r=.33, p=0.02). Conversely, no correlations were found between print-related statements made during the prose book and children’s language and literacy skills.    As there were positive links between parental print-related talk and child language and literacy skills for rhyming books but not prose, book genre should be considered in all future studies on shared reading. Further research into the benefits of rhyming books may also prove valuable for supporting children’s development.

Antecedents of self-regulation in early childhood

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Antecedents of self-regulation in early childhood

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