The development of self-regulation in preschool: Influencing the current regimes of truth.

摘要

Research demonstrates that students who enter kindergarten without self-regulatory skills are at greater risk for difficulties in academics. This quantitative study explored the associations between self-regulation, academics, and Dual Language Learners (DLL) in preschool. These constructs were assessed by: Get Ready to Read (GRTR), Expressive One Word Picture Vocabulary (EOWPVT), Receptive One Word Picture Vocabulary (ROWPVT), Pre-Idea Proficiency Test (Pre-IPT), and Preschool Self-Regulation Assessment (PSRA). A convenience sample of 70 participants was drawn from a Head Start and Universal Pre-Kindergarten program. Of the total sample, 32 of the participants were Dual Language Learners (DLL). Schools were located in a low SES and culturally diverse district. Participants were tested in the spring (Time 1) and fall (Time 2) of the school year.;Using Pearson's correlation the following associations were examined: a) impulse, cognitive control and emergent literacy skills and b) impulse, cognitive control and language acquisition skills of DLLs. Results indicated greater associations between cognitive control and emergent literacy skills: print/phonological skills (r = .495, p < .01) and vocabulary skills (r = .504, p < .01). As well as greater associations within DLLs, language and cognitive control: oral proficiency (r = .687, p <. 01) and vocabulary skills (r = .589, p < .01). Overall, the findings suggest that greater associations with academics exist as cognitive control is developed. Implications relating to self-regulation, academics and DLLs are further discussed.;Keywords: Self-regulation, Dual Language Learners, academic achievement.