Erken Çocukluk Döneminde Öz Düzenleme Gelişimi Üzerindeki İki Dilli Deneyimin Etkisi: Sistematik Bir İnceleme
Abstract
Erken çocukluk döneminde bilişsel, psikolojik ve sosyal gelişimde önemli bir rol oynayan çok yönlü bir yapı olarak Öz Düzenleme (ÖD), bir hedefe ulaşmak için birden fazla işlev düzeyinde çalışan davranışları aktif olarak planlama ve düzenleme yeteneğini ifade eder. ÖD'nin akademik başarı, dil becerilerinin gelişimi, psikolojik ve fiziksel sağlık ve sosyal yeterlilik gibi birden fazla gelişim boyutu ile önemli korelasyonları vardır. ÖD strateji gelişimini etkileyen önemli değişkenler arasında, araştırmalar erken çocukluk dönemindeki iki dilliliğin çocukların belirli stratejileri geliştirmelerinde önemli bir role sahip olduğunu göstermektedir. Bu bağlamda, çalışmanın amacı okul öncesi çağındaki çocukların dilsel durumlarından (yani iki dilli veya çift dilli öğrenci olmak) etkilenen ÖD stratejilerinin göstergelerini derlemektir. Sistematik inceleme araştırma tasarımını benimseyen çalışma, makalelerin incelenmesinden elde edilen sonuçları bildirmektedir (N = 42). Erken çocukluk döneminde iki dillilik deneyimin önemini vurgulayan bulgular, bu dönemde çocukların dilsel durumları ile ÖD gelişimi arasında değişen derecelerde nedensel ilişki olduğunu göstermektedir. Bu dönemde stratejilerin geliştirilmesinin sonraki gelişim açısından önemli olduğu düşünüldüğünde, bulguların erken çocukluk döneminde SR gelişiminde dilsel deneyimlerin rolü konusunda daha derin tartışma ve araştırmaya yol açması amaçlanmaktadır.
References
- Alfonso, S. V., & Lonigan, C. J. (2021). Executive function, language dominance and literacy skills in Spanish-speaking language-minority children: A longitudinal study. Early childhood research quarterly, 57, 228-238.
- Barac, R., & Bialystok, E. (2011). Cognitive development of bilingual children. Language Teaching, 44(1), 36-54.
- Bialystok, E., Craik, F. I., Klein, R., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive control: evidence from the Simon task. Psychology and Aging, 19(2), 290.
- Bialystok, E. (2011). Coordination of executive functions in monolingual and bilingual children. Journal of Experimental Child Psychology, 110(3), 461-468.
- Blair, C. (2016). Executive function and early childhood education. Current Opinion in Behavioral Sciences, 10, 102-107. http://dx.doi.org/10.1016/j.cobeha.2016.05.009
- Blakey, E., Visser, I., & Carroll, D. J. (2016). Different executive functions support different kinds of cognitive flexibility: Evidence from 2‐, 3‐, and 4‐year‐olds. Child Development, 87(2), 513-526. https://doi:10.1111/cdev.12468
- Bohlmann, N. L., Maier, M. F., & Palacios, N. (2015). Bidirectionality in self‐regulation and expressive vocabulary: Comparisons between monolingual and dual language learners in preschool. Child development, 86(4), 1094-1111.
- Camerota, M., Willoughby, M. T., & Blair, C. B. (2020). Measurement models for studying child executive functioning: Questioning the status quo. Developmental Psychology, 56(12), 2236. https://dx.doi.org/10.1037/dev0001127
- Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11(2), 282-298.
- Chee, M. W. (2006). Dissociating language and word meaning in the bilingual brain. Trends in Cognitive Sciences, 10(12), 527-529.
- Chen, J., Zhao, Y., Xu, X., Liu, J., & Deng, C. (2023). Effects of language switching frequency on inhibitory control in bilingual preschool children: Different roles of expressive and receptive language abilities. Early Childhood Research Quarterly, 63, 327-336.
- Chiu, S., & Alexander, P. A. (2000). The motivational function of preschoolers' private speech. Discourse Processes, 30(2), 133-152.
- Cole, P. M., Dennis, T. A., Smith‐Simon, K. E., & Cohen, L. H. (2009). Preschoolers' emotion regulation strategy understanding: Relations with emotion socialization and child self‐regulation. Social Development, 18(2), 324-352.
- Comeau, L. & Genesee, F. (2001). Bilingual children’s repair strategies during dyadic communication. In J. Cenoz & F. Genesee (eds), Trends in Bilingual Acquisition, 231–56. Amsterdam : John Benjamins.
- Costa, A., Hernández, M., & Sebastián-Gallés, N. (2008). Bilingualism aids conflict resolution: Evidence from the ANT task. Cognition, 106(1), 59-86.
- Craik, F., & Bialystok, E. (2005). Intelligence and executive control: Evidence from aging and bilingualism. Cortex, 41(2), 222-224.
- Daneri, M. P., Sulik, M. J., Raver, C. C., & Morris, P. A. (2018). Observers' reports of self-regulation: Measurement invariance across sex, low-income status, and race/ethnicity. Journal of Applied Developmental Psychology, 55, 14-23.
- Davidson, D., Raschke, V. R., & Pervez, J. (2010). Syntactic awareness in young monolingual and bilingual (Urdu–English) children. Cognitive Development, 25(2), 166-182.
- Day, K. L., Smith, C. L., Neal, A., & Dunsmore, J. C. (2018). Private speech moderates the effects of effortful control on emotionality. Early Education and Development, 29(2), 161-177. https://doi:10.1080/10409289.2017.1379880
- Deak, G. O. (2003). The development of cognitive flexibility and language abilities. Advances in Child Development and Behavior, 31, 273-328.
- Fredricks, J., McColskey, W., Meli, J., Mordica, J., Montrosse, B., & Mooney, K. (2011). Measuring Student Engagement in Upper Elementary through High School: A Description of 21 Instruments. Issues & Answers. REL 2011-No. 098. Regional Educational Laboratory Southeast.
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- Grosjean, F. (1998). Transfer and language mode. Bilingualism: Language and Cognition, 1(3), 175-176. Harrington, E. M., Trevino, S. D., Lopez, S., & Giuliani, N. R. (2020). Emotion regulation in early childhood: Implications for socioemotional and academic components of school readiness. Emotion, 20(1), 48. http://dx.doi.org/10.1037/emo0000667
- He, J., Zhai, S., Lou, L., Zhang, Q., Li, Z., & Shen, M. (2016). Development of behavioural regulation in Do and Don't contexts among behaviourally inhibited Chinese children. British Journal of Developmental Psychology, 34(3), 415-426.
- Hosch, A., Oleson, J. J., Harris, J. L., Goeltz, M. T., Neumann, T., LeBeau, B., ... & Petersen, I. T. (2022). Studying children's growth in self‐regulation using changing measures to account for heterotypic continuity: A Bayesian approach to developmental scaling. Developmental Science, 25(6), e13280. https://doi:10.1111/desc.13280
- Kalin, S., & Roebers, C. M. (2021). Self-regulation in preschool children: factor structure of different measures of effortful control and executive functions. Journal of Cognition and Development, 22(1), 48-67. https://doi:10.1080/15248372.2020.1862120
- Kloo, D., & Sodian, B. (2017). The developmental stability of inhibition from 2 to 5 years. British Journal of Developmental Psychology, 35(4), 582-595.
- Kochanska, G., Coy, K. C., & Murray, K. T. (2001). The development of self-regulation in the first four years of life. Child Development, 72, 1091–1111.
- LeBuffe, P. A., Shapiro, V. B., & Naglieri, J. A. (2009). The Devereux student strengths assessment (DESSA) manual. Kaplan Publishing.
- Luk, G., Green, D. W., Abutalebi, J., & Grady, C. (2012). Cognitive control for language switching in bilinguals: A quantitative meta-analysis of functional neuroimaging studies. Language and Cognitive Processes, 27(10), 1479-1488.
- Manfra, L., & Winsler, A. (2006). Preschool children's awareness of private speech. International Journal of Behavioral Development, 30(6), 537-549.
- McClelland, M. M., & Cameron, C. E. (2012). Self‐regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Perspectives, 6(2), 136-142. https://doi:10.1111/j.1750-8606.2011.00191.x
- Mehrani, M. B., & Zabihi, R. (2017). A comparative study of shifting ability, inhibitory control and working memory in monolingual and bilingual children. Psychological Studies, 62(4), 421-427.
- Melzi, G., Mesalles, V., Caspe, M., & Prishker, N. (2022). Spatial language during a household task with bilingual Latine families. Journal of Applied Developmental Psychology, 80, 101409.
- Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., & Morrison, F. J. (2016). The development of self-regulation across early childhood. Developmental Psychology, 52(11), 1744. https://dx.doi.org/10.1037/dev0000159
- Nieto, M., Ros, L., Medina, G., Ricarte, J. J., & Latorre, J. M. (2016). Assessing executive functions in preschoolers using shape school task. Frontiers in Psychology, 7, 186243.
- O’Toole, S. E., Tsermentseli, S., Humayun, S., & Monks, C. P. (2019). Cool and hot executive functions at 5 years old as predictors of physical and relational aggression between 5 and 6 years old. International Journal of Behavioral Development, 43(2), 157-165. https://doi:10.1177/0165025418798498
- Oxford, R.L. (2011). Teaching and Researching Language Learning Strategies. Harlow: Pearson Longman.
- Paris, S.G. Byrnes, J.P., & Paris, A.H. (2001). Constructing theories, identifies, and actions of self-regulated learners. In: B.J. Zimmerman & D.H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 253–288). Mahwah, NJ: Lawrence Erlbaum.
- Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.
- Poulin-Dubois, D., Blaye, A., Coutya, J., & Bialystok, E. (2011). The effects of bilingualism on toddlers’ executive functioning. Journal of Experimental Child Psychology, 108(3), 567-579.
- Prior, A., & Gollan, T. H. (2011). Good language-switchers are good task-switchers: Evidence from Spanish–English and Mandarin–English bilinguals. Journal of the International Neuropsychological Society, 17(4), 682-691.
- Ramani, G. B., Brownell, C. A., & Campbell, S. B. (2010). Positive and negative peer interaction in 3-and 4-year-olds in relation to regulation and dysregulation. The Journal of Genetic Psychology, 171(3), 218-250. https://doi:10.1080/00221320903300353
- Rodriguez‐Fornells, A., De Diego Balaguer, R., & Münte, T. F. (2006). Executive control in bilingual language processing. Language Learning, 56, 133-190.
- Sawyer, A. C., Miller-Lewis, L. R., Searle, A. K., Sawyer, M. G., & Lynch, J. W. (2015). Is greater improvement in early self-regulation associated with fewer behavioral problems later in childhood?. Developmental Psychology, 51(12), 1740.
- Schunk, D.H., & Zimmerman, B.J. (1994). Self-Regulation Of Learning and Performance: Issues and Educational Applications. Hillsdale, NJ: Lawrence Erlbaum
- Siegal, M., Iozzi, L., & Surian, L. (2009). Bilingualism and conversational understanding in young children. Cognition, 110(1), 115-122.
- Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173-187.
- Sulpizio, S., Del Maschio, N., Fedeli, D., & Abutalebi, J. (2020). Bilingual language processing: A meta-analysis of functional neuroimaging studies. Neuroscience & Biobehavioral Reviews, 108, 834-853.
- Tan, L., Shin, E., Page, K., & Smith, C. L. (2023). Changes in children’s anger, sadness, and persistence across blocked goals: Implications for self‐regulation. Child Development, 94(2), 411-423. https://doi:10.1111/sode.12234
- Wang, W., Spinrad, T. L., & Eisenberg, N. (2023). The development and prediction of young children's behavioral mastery motivation. Early Childhood Research Quarterly, 62, 239-250. https://doi.org/10.1016/j.ecresq.2022.09.001
- Vitiello, V. E., & Greenfield, D. B. (2017). Executive functions and approaches to learning in predicting school readiness. Journal of Applied Developmental Psychology, 53, 1-9.
- Walters, J. (2005). Bilingualism as matchmaker: Towards a marriage of sociopragmatic and psycholinguistic research. Trends in Linguistics Studies and Monographs, 161, 327.
- Weiland, C., Barata, M. C., & Yoshikawa, H. (2014). The co‐occurring development of executive function skills and receptive vocabulary in preschool‐aged children: A look at the direction of the developmental pathways. Infant and Child Development,23(1), 4-21.
- Whedon, M., Perry, N. B., Curtis, E. B., & Bell, M. A. (2021). Private speech and the development of self-regulation: The importance of temperamental anger. Early Childhood Research Quarterly, 56, 213-224 Williams, A. I., Uchikoshi, Y., Bunge, S. A., & Zhou, Q. (2019). Relations of English and heritage language proficiency to response inhibition and attention shifting in dual language learners in head start. Early Education and Development, 30(3), 357-374.
- Williford, A. P., Vick Whittaker, J. E., Vitiello, V. E., & Downer, J. T. (2013). Children's engagement within the preschool classroom and their development of self-regulation. Early Education and Development, 24(2), 162-187.
- Winsler, A., De Leon, J. R., Wallace, B. A., Carlton, M. P., & Quayle, W.A. (2003). Private speech in preschool children: Developmental stability and change across-task consistency and relations with classroom behaviour. Journal of Child Language, 30(3), 583-608.
- Zimmerman, B.J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33, 78–86.
The Impact of Bilingual Experience on Self-Regulation Development in Early Childhood: A Systematic Review
Abstract
As a multifaceted construct that plays a significant role in cognitive, psychological and social development in early childhood, Self-Regulation (SR) refers to the ability to actively plan and modulate behaviours operating across multiple levels of function in pursuit of a goal. SR has significant correlations with multiple positive outcomes such as academic success, development of language skills, psychological and physical health, and social competence. Among the significant variables affecting SR strategy development, research indicate that early childhood bilingualism has a significant role in children’s development of specific strategies. In this respect, the aim of the study is to compile the indicators of SR strategies impacted by linguistic state (i.e., being bilingual or dual-language learner) of children in preschool age. Adopting systematic review research design, the study reports the results obtained from the review of the articles (N=42). Highlighting the significance of bilingual experience in early childhood, the findings indicate varying degrees of casual relationship between children’s linguistic state and SR development in this period. Considering that the development of the strategies during this period is essential for later development, the findings are meant to lead to further discussions and research on the role of linguistic experiences in SR development in early childhood.
References
- Alfonso, S. V., & Lonigan, C. J. (2021). Executive function, language dominance and literacy skills in Spanish-speaking language-minority children: A longitudinal study. Early childhood research quarterly, 57, 228-238.
- Barac, R., & Bialystok, E. (2011). Cognitive development of bilingual children. Language Teaching, 44(1), 36-54.
- Bialystok, E., Craik, F. I., Klein, R., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive control: evidence from the Simon task. Psychology and Aging, 19(2), 290.
- Bialystok, E. (2011). Coordination of executive functions in monolingual and bilingual children. Journal of Experimental Child Psychology, 110(3), 461-468.
- Blair, C. (2016). Executive function and early childhood education. Current Opinion in Behavioral Sciences, 10, 102-107. http://dx.doi.org/10.1016/j.cobeha.2016.05.009
- Blakey, E., Visser, I., & Carroll, D. J. (2016). Different executive functions support different kinds of cognitive flexibility: Evidence from 2‐, 3‐, and 4‐year‐olds. Child Development, 87(2), 513-526. https://doi:10.1111/cdev.12468
- Bohlmann, N. L., Maier, M. F., & Palacios, N. (2015). Bidirectionality in self‐regulation and expressive vocabulary: Comparisons between monolingual and dual language learners in preschool. Child development, 86(4), 1094-1111.
- Camerota, M., Willoughby, M. T., & Blair, C. B. (2020). Measurement models for studying child executive functioning: Questioning the status quo. Developmental Psychology, 56(12), 2236. https://dx.doi.org/10.1037/dev0001127
- Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11(2), 282-298.
- Chee, M. W. (2006). Dissociating language and word meaning in the bilingual brain. Trends in Cognitive Sciences, 10(12), 527-529.
- Chen, J., Zhao, Y., Xu, X., Liu, J., & Deng, C. (2023). Effects of language switching frequency on inhibitory control in bilingual preschool children: Different roles of expressive and receptive language abilities. Early Childhood Research Quarterly, 63, 327-336.
- Chiu, S., & Alexander, P. A. (2000). The motivational function of preschoolers' private speech. Discourse Processes, 30(2), 133-152.
- Cole, P. M., Dennis, T. A., Smith‐Simon, K. E., & Cohen, L. H. (2009). Preschoolers' emotion regulation strategy understanding: Relations with emotion socialization and child self‐regulation. Social Development, 18(2), 324-352.
- Comeau, L. & Genesee, F. (2001). Bilingual children’s repair strategies during dyadic communication. In J. Cenoz & F. Genesee (eds), Trends in Bilingual Acquisition, 231–56. Amsterdam : John Benjamins.
- Costa, A., Hernández, M., & Sebastián-Gallés, N. (2008). Bilingualism aids conflict resolution: Evidence from the ANT task. Cognition, 106(1), 59-86.
- Craik, F., & Bialystok, E. (2005). Intelligence and executive control: Evidence from aging and bilingualism. Cortex, 41(2), 222-224.
- Daneri, M. P., Sulik, M. J., Raver, C. C., & Morris, P. A. (2018). Observers' reports of self-regulation: Measurement invariance across sex, low-income status, and race/ethnicity. Journal of Applied Developmental Psychology, 55, 14-23.
- Davidson, D., Raschke, V. R., & Pervez, J. (2010). Syntactic awareness in young monolingual and bilingual (Urdu–English) children. Cognitive Development, 25(2), 166-182.
- Day, K. L., Smith, C. L., Neal, A., & Dunsmore, J. C. (2018). Private speech moderates the effects of effortful control on emotionality. Early Education and Development, 29(2), 161-177. https://doi:10.1080/10409289.2017.1379880
- Deak, G. O. (2003). The development of cognitive flexibility and language abilities. Advances in Child Development and Behavior, 31, 273-328.
- Fredricks, J., McColskey, W., Meli, J., Mordica, J., Montrosse, B., & Mooney, K. (2011). Measuring Student Engagement in Upper Elementary through High School: A Description of 21 Instruments. Issues & Answers. REL 2011-No. 098. Regional Educational Laboratory Southeast.
- Fuhs, M. W., Nesbitt, K. T., Farran, D. C., & Dong, N. (2014). Longitudinal associations between executive functioning and academic skills across content areas. Developmental Psychology, 50(6), 1698. http://dx.doi.org/10.1037/a0036633
- Grosjean, F. (1998). Transfer and language mode. Bilingualism: Language and Cognition, 1(3), 175-176. Harrington, E. M., Trevino, S. D., Lopez, S., & Giuliani, N. R. (2020). Emotion regulation in early childhood: Implications for socioemotional and academic components of school readiness. Emotion, 20(1), 48. http://dx.doi.org/10.1037/emo0000667
- He, J., Zhai, S., Lou, L., Zhang, Q., Li, Z., & Shen, M. (2016). Development of behavioural regulation in Do and Don't contexts among behaviourally inhibited Chinese children. British Journal of Developmental Psychology, 34(3), 415-426.
- Hosch, A., Oleson, J. J., Harris, J. L., Goeltz, M. T., Neumann, T., LeBeau, B., ... & Petersen, I. T. (2022). Studying children's growth in self‐regulation using changing measures to account for heterotypic continuity: A Bayesian approach to developmental scaling. Developmental Science, 25(6), e13280. https://doi:10.1111/desc.13280
- Kalin, S., & Roebers, C. M. (2021). Self-regulation in preschool children: factor structure of different measures of effortful control and executive functions. Journal of Cognition and Development, 22(1), 48-67. https://doi:10.1080/15248372.2020.1862120
- Kloo, D., & Sodian, B. (2017). The developmental stability of inhibition from 2 to 5 years. British Journal of Developmental Psychology, 35(4), 582-595.
- Kochanska, G., Coy, K. C., & Murray, K. T. (2001). The development of self-regulation in the first four years of life. Child Development, 72, 1091–1111.
- LeBuffe, P. A., Shapiro, V. B., & Naglieri, J. A. (2009). The Devereux student strengths assessment (DESSA) manual. Kaplan Publishing.
- Luk, G., Green, D. W., Abutalebi, J., & Grady, C. (2012). Cognitive control for language switching in bilinguals: A quantitative meta-analysis of functional neuroimaging studies. Language and Cognitive Processes, 27(10), 1479-1488.
- Manfra, L., & Winsler, A. (2006). Preschool children's awareness of private speech. International Journal of Behavioral Development, 30(6), 537-549.
- McClelland, M. M., & Cameron, C. E. (2012). Self‐regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Perspectives, 6(2), 136-142. https://doi:10.1111/j.1750-8606.2011.00191.x
- Mehrani, M. B., & Zabihi, R. (2017). A comparative study of shifting ability, inhibitory control and working memory in monolingual and bilingual children. Psychological Studies, 62(4), 421-427.
- Melzi, G., Mesalles, V., Caspe, M., & Prishker, N. (2022). Spatial language during a household task with bilingual Latine families. Journal of Applied Developmental Psychology, 80, 101409.
- Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., & Morrison, F. J. (2016). The development of self-regulation across early childhood. Developmental Psychology, 52(11), 1744. https://dx.doi.org/10.1037/dev0000159
- Nieto, M., Ros, L., Medina, G., Ricarte, J. J., & Latorre, J. M. (2016). Assessing executive functions in preschoolers using shape school task. Frontiers in Psychology, 7, 186243.
- O’Toole, S. E., Tsermentseli, S., Humayun, S., & Monks, C. P. (2019). Cool and hot executive functions at 5 years old as predictors of physical and relational aggression between 5 and 6 years old. International Journal of Behavioral Development, 43(2), 157-165. https://doi:10.1177/0165025418798498
- Oxford, R.L. (2011). Teaching and Researching Language Learning Strategies. Harlow: Pearson Longman.
- Paris, S.G. Byrnes, J.P., & Paris, A.H. (2001). Constructing theories, identifies, and actions of self-regulated learners. In: B.J. Zimmerman & D.H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 253–288). Mahwah, NJ: Lawrence Erlbaum.
- Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.
- Poulin-Dubois, D., Blaye, A., Coutya, J., & Bialystok, E. (2011). The effects of bilingualism on toddlers’ executive functioning. Journal of Experimental Child Psychology, 108(3), 567-579.
- Prior, A., & Gollan, T. H. (2011). Good language-switchers are good task-switchers: Evidence from Spanish–English and Mandarin–English bilinguals. Journal of the International Neuropsychological Society, 17(4), 682-691.
- Ramani, G. B., Brownell, C. A., & Campbell, S. B. (2010). Positive and negative peer interaction in 3-and 4-year-olds in relation to regulation and dysregulation. The Journal of Genetic Psychology, 171(3), 218-250. https://doi:10.1080/00221320903300353
- Rodriguez‐Fornells, A., De Diego Balaguer, R., & Münte, T. F. (2006). Executive control in bilingual language processing. Language Learning, 56, 133-190.
- Sawyer, A. C., Miller-Lewis, L. R., Searle, A. K., Sawyer, M. G., & Lynch, J. W. (2015). Is greater improvement in early self-regulation associated with fewer behavioral problems later in childhood?. Developmental Psychology, 51(12), 1740.
- Schunk, D.H., & Zimmerman, B.J. (1994). Self-Regulation Of Learning and Performance: Issues and Educational Applications. Hillsdale, NJ: Lawrence Erlbaum
- Siegal, M., Iozzi, L., & Surian, L. (2009). Bilingualism and conversational understanding in young children. Cognition, 110(1), 115-122.
- Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173-187.
- Sulpizio, S., Del Maschio, N., Fedeli, D., & Abutalebi, J. (2020). Bilingual language processing: A meta-analysis of functional neuroimaging studies. Neuroscience & Biobehavioral Reviews, 108, 834-853.
- Tan, L., Shin, E., Page, K., & Smith, C. L. (2023). Changes in children’s anger, sadness, and persistence across blocked goals: Implications for self‐regulation. Child Development, 94(2), 411-423. https://doi:10.1111/sode.12234
- Wang, W., Spinrad, T. L., & Eisenberg, N. (2023). The development and prediction of young children's behavioral mastery motivation. Early Childhood Research Quarterly, 62, 239-250. https://doi.org/10.1016/j.ecresq.2022.09.001
- Vitiello, V. E., & Greenfield, D. B. (2017). Executive functions and approaches to learning in predicting school readiness. Journal of Applied Developmental Psychology, 53, 1-9.
- Walters, J. (2005). Bilingualism as matchmaker: Towards a marriage of sociopragmatic and psycholinguistic research. Trends in Linguistics Studies and Monographs, 161, 327.
- Weiland, C., Barata, M. C., & Yoshikawa, H. (2014). The co‐occurring development of executive function skills and receptive vocabulary in preschool‐aged children: A look at the direction of the developmental pathways. Infant and Child Development,23(1), 4-21.
- Whedon, M., Perry, N. B., Curtis, E. B., & Bell, M. A. (2021). Private speech and the development of self-regulation: The importance of temperamental anger. Early Childhood Research Quarterly, 56, 213-224 Williams, A. I., Uchikoshi, Y., Bunge, S. A., & Zhou, Q. (2019). Relations of English and heritage language proficiency to response inhibition and attention shifting in dual language learners in head start. Early Education and Development, 30(3), 357-374.
- Williford, A. P., Vick Whittaker, J. E., Vitiello, V. E., & Downer, J. T. (2013). Children's engagement within the preschool classroom and their development of self-regulation. Early Education and Development, 24(2), 162-187.
- Winsler, A., De Leon, J. R., Wallace, B. A., Carlton, M. P., & Quayle, W.A. (2003). Private speech in preschool children: Developmental stability and change across-task consistency and relations with classroom behaviour. Journal of Child Language, 30(3), 583-608.
- Zimmerman, B.J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33, 78–86.
Details
| Primary Language | English |
|---|---|
| Subjects | Early Childhood Education, Child Development Education, Other Fields of Education (Other) |
| Journal Section | Review |
| Authors | |
| Submission Date | June 14, 2025 |
| Acceptance Date | November 10, 2025 |
| Publication Date | April 30, 2026 |
| DOI | https://doi.org/10.36731/cg.1716134 |
| IZ | https://izlik.org/JA33BK95ZT |
| Published in Issue | Year 2026 Issue: Özel Sayı |
Aim & Scope
Journal of Child and Development (J-CAD) is a peer-reviewed, academic, and open-access journal dedicated to the dissemination of scientific knowledge within the fields of child development, child health, education, psychology, social work, family studies, and related disciplines. The journal aims to enhance the visibility of theoretical and applied research while fostering scientific interaction within the global academic community.
The journal publishes scholarly works regarding developmental processes from early childhood to adolescence, focusing on cognitive, socio-emotional, linguistic, motor, and self-care development. Furthermore, JCD features interdisciplinary studies examining the familial, educational, environmental, and societal structures that influence the child.
J-CAD encompasses a broad disciplinary scope focusing on the individual, familial, educational, and social processes that shape child and adolescent development. Within this framework, the journal welcomes the following types of studies:
Child development theories, developmental processes, and contemporary scientific approaches.
Parenting, family-child dynamics, and early childhood interventions.
Preschool education curricula, teacher training, and pedagogical practices.
Physical health, nutritional status, risk factors, and developmental support applications.
Child psychology, behavioral issues, learning processes, and emotional development.
Social and cultural environments and development within a societal context.
Child rights, child protection systems, and social work practices.
Child-technology interaction and the impact of digitalization on development.
Scale development, psychometrics, program evaluation, and the development of scientific assessment tools.
The journal publishes Original Research Articles, Reviews, Short Communications, and Application/Research Notes.
Publication Language Policy
To enhance international visibility and strengthen publishing standards, the journal will exclusively consider manuscripts written in English for evaluation as of January 2026. This policy has been implemented to facilitate the journal’s inclusion in international indexes, reach a global readership, and ensure the high-quality circulation of scholarly knowledge produced in the field.
Journal of Child and Development is committed to providing a continuous contribution to the field of child development by supporting the publication of high-caliber academic research.
Prof. Dr. Neriman ARAL
Journal of Child and Development (J-CAD)
Editor-in-Chief
https://dergipark.org.tr/cgThe journal publishes scholarly works regarding developmental processes from early childhood to adolescence, focusing on cognitive, socio-emotional, linguistic, motor, and self-care development. Furthermore, J-CAD features interdisciplinary studies examining the familial, educational, environmental, and societal structures that influence the child.
J-CAD encompasses a broad disciplinary scope focusing on the individual, familial, educational, and social processes that shape child and adolescent development. Within this framework, the journal welcomes the following types of studies:
• Child development theories, developmental processes, and contemporary scientific approaches.
• Parenting, family-child dynamics, and early childhood interventions.
• Preschool education curricula, teacher training, and pedagogical practices.
• Physical health, nutritional status, risk factors, and developmental support applications.
• Child psychology, behavioral issues, learning processes, and emotional development.
• Social and cultural environments and development within a societal context.
• Child rights, child protection systems, and social work practices.
• Child-technology interaction and the impact of digitalization on development.
• Scale development, psychometrics, program evaluation, and the development of scientific assessment tools.
The journal publishes Original Research Articles, Reviews, Short Communications, and Application/Research Notes.
Publication Language Policy
To enhance international visibility and strengthen publishing standards, the journal will exclusively consider manuscripts written in English for evaluation as of January 2026. This policy has been implemented to facilitate the journal’s inclusion in international indexes, reach a global readership, and ensure the high-quality circulation of scholarly knowledge produced in the field.
Journal of Child and Development is committed to providing a continuous contribution to the field of child development by supporting the publication of high-caliber academic research.
Prof. Dr. Neriman ARAL
Journal of Child and Development (J-CAD)
Editor-in-Chief
https://dergipark.org.tr/cg
Author Guidelines
1. GENERAL WRITING AND FORMATTING
• Manuscripts must be prepared in accordance with the journal’s current author guidelines and article template.
• The title page, main manuscript, and supplementary files must be uploaded separately.
• The article type (original research, review, short communication, etc.) must be clearly stated on the title page.
• References and citations must strictly follow the APA 7th Edition format.
2. ETHICS COMMITTEE AND APPROVAL
• The Ethics Committee Approval Certificate must be uploaded to the system.
• Ethical approval is mandatory for all research involving human participants.
• For participants under the age of 18, informed consent from parents or legal guardians must be obtained.
• Consent forms must be archived by the researcher and presented upon request.
• If the study is exempt from ethical review, the justification for exemption must be explicitly stated.
3. INFORMED CONSENT AND PRIVACY
• Explicit informed consent must be obtained for methods such as surveys, interviews, and observations.
• All personal identifiable information must be anonymized.
• Written permission is mandatory for the use of any visual materials (photographs, videos).
4. SIMILARITY REPORT
• The manuscript must be screened using iThenticate or Turnitin, and the full report must be submitted.
• The maximum acceptable similarity index is 20%.
5. AUTHOR CONTRIBUTIONS AND DECLARATIONS
• The CRediT (Contributor Roles Taxonomy) author contribution statement must be completed.
• A Conflict of Interest Statement is mandatory.
• Information regarding financial support and funding must be clearly disclosed.
• A Data Availability Statement must be included.
6. REVIEWER SUGGESTIONS
• Authors may suggest two potential reviewers; however, the Editorial Office reserves the right to select reviewers independently.
• Suggested reviewers must be experts in the field and affiliated with an institution other than the authors'.
7. SUBMISSION AND SYSTEM PROCEDURES
• Manuscripts must be submitted exclusively through the DergiPark online system.
• The Copyright Transfer Form must be signed by all authors and uploaded during submission.
• The Title Page must contain full author details, whereas the Main Manuscript must be uploaded without any identifying information to ensure a blind review.
8. STATISTICS AND DATA REPORTING
• Quantitative research must utilize and report appropriate statistical methodologies.
• If professional statistical consulting was received, it should be acknowledged in the Acknowledgements section.
9. ARTIFICIAL INTELLIGENCE (AI) USAGE
• If AI tools were utilized during the research or writing process, the scope and purpose of their use must be clearly disclosed.
• The Results and Discussion sections cannot be generated by AI.
• An AI Usage Declaration Form must be completed and uploaded to the system.
Prof. Dr. Neriman ARAL
Journal of Child and Development (J-CAD)
Editor-in-Chief
https://dergipark.org.tr/cg
Ethical Principles and Publication Policy
Journal of Child and Development (J-CAD) is based on the principles of integrity, transparency, impartiality, and academic ethics in all scholarly publishing processes. All submissions are evaluated through a double-blind peer-review process founded on scientific research methodologies and adherence to ethical standards.
The journal’s ethical guidelines and publication policies are aligned with the Higher Education Institutions Scientific Research and Publication Ethics Directive, the Committee on Publication Ethics (COPE), and the “Principles of Transparency and Best Practice in Scholarly Publishing” jointly published by COPE, DOAJ, OASPA, and WAME. Following these internationally recognized standards ensures honesty, transparency, and academic rigor throughout the editorial process.
Open Access and Ethical Approval
For research involving human participants (surveys, observations, interviews, experiments, etc.), obtaining "Ethics Committee Approval" and stating this information within the manuscript is mandatory. For animal experiments, clinical trials, and research requiring special permits, approval from the relevant institutional bodies must be submitted. Manuscripts found to be in violation of ethical principles may be withdrawn at any stage, and relevant institutions will be notified if necessary.
ETHICAL RESPONSIBILITIES OF THE PUBLISHER
J-CAD is published with a non-profit scholarly publishing approach. The publisher ensures academic independence and adheres to ethical principles in all activities.
The publisher acknowledges that the final decision-making authority in the evaluation and publication process rests with the Editor and the Editorial Board.
The publisher supports the free circulation of scientific knowledge by providing immediate, electronic, and free open access to the journal’s content.
RESPONSIBILITIES OF EDITORS AND SECTION EDITORS
The Editor and Editorial Board are responsible for the evaluation, publication, and post-publication processes of submitted works, prioritizing impartiality, scientific merit, and public interest.
The Board continuously works to improve the journal's scientific quality and academic standing by updating publication policies.
Editors ensure that manuscripts are reviewed by experts in the field; the reviewer pool is regularly updated and diversified based on areas of expertise.
Conflict of interest is strictly monitored during reviewer assignments. If a conflict between authors and reviewers is identified, the process is restructured.
Confidentiality of the double-blind review process is maintained; author and reviewer identities are strictly protected.
Editors ensure compliance with ethical guidelines regarding human and animal subjects. Studies lacking the necessary ethics committee approval will not be considered for evaluation.
RESPONSIBILITIES OF REVIEWERS
J-CAD employs a double-blind peer-review system. Reviewers cannot communicate directly with authors; all feedback is transmitted through the editorial system.
Reviewers must only accept manuscripts within their specific area of expertise.
Evaluations must be objective and based solely on scientific quality, regardless of race, gender, ethnicity, language, belief, or socio-cultural characteristics of the authors.
Reviewers must decline the invitation and notify the editor if a conflict of interest exists.
Reviews must be conducted using constructive, professional, and academic language; personal or derogatory comments are strictly prohibited.
Reviewers are expected to submit their reports within the designated timeframe.
RESPONSIBILITIES OF AUTHORS
Originality: Submitted works must not have been previously published or be under simultaneous consideration by another journal.
Authorship: Only individuals who have made a significant scientific contribution to the study (design, data collection, analysis, interpretation, or intellectual content) should be listed as authors. Requests to add, remove, or reorder authors after submission will not be accepted.
Citations: All sources used must be accurately and ethically cited.
Ethical Documentation: For research articles, ethics committee approval (name of the committee, date, and decision number) must be explicitly stated in the Methods section.
Similarity Report: Authors must document their similarity reports using iThenticate. The acceptable similarity threshold is below 20%.
Data Access: Authors must provide raw data or relevant documentation if requested by the Editorial Board during the evaluation process.
Error Reporting: If an author identifies a significant error in their work at any stage, they must immediately notify the editor to correct or withdraw the manuscript.
COPYRIGHT AND PLAGIARISM
Studies published in JCD are licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 (CC BY-NC-SA 4.0) International License. This allows others to share and adapt the work for non-commercial purposes, provided appropriate credit is given.
Copyright Transfer: Authors must upload the signed “Copyright Transfer Form” during submission. Submissions without this form will not be processed.
Unethical Behavior: Examples of unacceptable practices include "salami-slicing" (inappropriately dividing a single study into multiple publications), failure to disclose conflicts of interest, and breach of double-blind review confidentiality.
DATA PRIVACY AND CHILD RIGHTS POLICY
J-CAD adheres to human rights, child rights, data privacy, and ethical principles in pediatric research.
Consent: Informed consent from parents or legal guardians is mandatory. Participant safety, voluntariness, and privacy are paramount.
Anonymity: No personal data, photographs, or identifying information of children may be shared. Directly or indirectly identifying information is strictly prohibited in the findings.
Compliance: The journal adopts the UN Convention on the Rights of the Child, national Personal Data Protection Laws (KVKK), and international ethical standards. Any breach of child rights will lead to immediate retraction and institutional notification.
POST-PUBLICATION CORRECTIONS, RETRACTIONS, AND APPEALS
Corrections: If an error is identified post-publication, a Corrigendum or Erratum may be issued.
Retractions: Retractions are conducted according to COPE Retraction Guidelines in cases of significant ethical breaches or scientific errors.
Appeals: Authors may appeal editorial decisions in writing with scientific justifications. Appeals are reviewed impartially by the Editorial Board.
Self-Archiving: J-CAD supports open science. Authors may archive the published version of their articles in institutional repositories or personal websites, provided the original journal source is cited.
Prof. Dr. Neriman ARAL
Journal of Child and Development (J-CAD)
Editor-in-Chief
https://dergipark.org.tr/cg
Price Policy
Indexes
Journal Boards
Alan Editörleri
Department of Child Development, Faculty of Health Sciences, İnönü University, Malatya, Türkiye
ORCID: 0000-0003-1784-4472
E-mail: mehmet.saglam@inonu.edu.tr
Prof. Dr. Neriman ARAL Ankara’ da doğdu. Hacettepe Üniversitesi Çocuk Gelişimi ve Eğitimi Bölümünden 1983 yılında mezun oldu. Aynı üniversitede 1986 yılında Yüksek Lisansını tamamladıktan sonra, Ankara Üniversitesinde ve Hacettepe Üniversitesinde doktora öğrenimine başladı. Ankara Üniversitesinde 1990 yılında, Hacettepe Üniversitesinde 1992 yılında doktorasını tamamladı. Cerebral Palsyli çocukların eğitim ve rehabilitasyonu ile ilgili bir merkezde 1983- 1986 yılları arasında Çocuk Gelişimi ve Eğitimi Uzmanı olarak çalıştı. Ankara Üniversitesi Ziraat Fakültesi Ev Ekonomisi Yüksek Okulu Çocuk Gelişimi Anabilim Dalına 1987 yılında araştırma görevlisi, 1992 yılında Yardımcı Doçent olarak atandı, 1995 yılında Doçent unvanını aldı, 2001 yılında Profesör kadrosuna atandı.
Ankara Üniversitesi Ziraat Fakültesi Ev Ekonomisi Yüksek Okulu Çocuk Gelişimi ve Eğitimi Anabilim Dalında 1998-2000 yılları arasında Anabilim Dalı başkanlığı, 2004-2007 yılları arasında Çocuk Gelişimi ve Eğitimi Bölüm başkanlığı, 2000-2007 yılları arasında Ev Ekonomisi Yüksek Okulu Müdür yardımcılığı, 2012-2017 yılları arasında Ankara Üniversitesi Çocuk Bilim Merkezi koordinatörlüğü görevlerini yürüttü. Ankara Üniversitesi Sağlık Bilimleri Fakültesinde Çocuk Gelişimi Bölümü kurulduktan sonra 2009 yılında profesörlük kadrosu Çocuk Gelişimi Bölümüne aktarıldı. Çocuk Gelişimi Bölümünde 2009-2017 yılları arasında Bölüm Başkanlığı yaptı. Ankara Üniversitesi Sağlık Bilimleri Fakültesi dekanlık görevini 2017- 2020 tarihleri arasında yürüttü.
Başbakanlık Küçükleri Muzır Neşriyattan Koruma Kurulu’nda YÖK Temsilcisi olarak 2001-2007 yılları arasında görev yaptı. University at Buffalo The State University of New York Institute of Education, Department of Learning and Teaching Early Years and Childhood bölümünde 2011 yılında üç ay süreyle misafir araştırmacı olarak gözlem ve incelemelerde bulundu.
Uluslararası ve ulusal dergilerde makaleleri, kitaplarda bölüm yazarlığı ve alana yönelik birçok kitabı bulunan Prof. Dr. Neriman ARAL, uluslararası ve ulusal birçok kongrede bildiriler sundu, bilimsel kongre organizasyonlarında görevler yaptı.
Dr. ARAL; T.C. Başbakanlık Aile Araştırma Kurumu tarafından desteklenen projede araştırmacı, Üniversite kaynaklarınca desteklenen bir çok projede yürütücü ve araştırmacı, Milli Eğitim Bakanlığı Okul Öncesi Eğitimi Genel Müdürlüğü ile Avrupa Birliği ve UNICEF tarafından desteklenen Temel Eğitime Destek Projesinde Araştırmacı ve koordinatör, Avrupa Birliği tarafından desteklenen projelerde Araştırmacı, Koordinatör, Eğitim Ekip Lideri ve Ulusal Danışman, TÜBİTAK tarafından desteklenen Sanayi-Ar-Ge Projeleri Destekleme Programında Ulusal Danışman, Ankara Kalkınma Ajansı tarafından desteklenen Projelerde Yürütücü, araştırmacı, TÜBİTAK tarafından desteklenen toplum ve bilim projelerinde Yürütücü, Danışman ve Eğitmen olarak görev yaptı. Halen Ankara Üniversitesi Sağlık Bilimleri Fakültesi Çocuk Gelişimi Bölümü öğretim üyesi olarak görevine devam etmektedir. Evli ve bir çocuk annesidir.
Doç. Dr. Burçin Aysu Kadıköy’de doğdu. Gazi Üniversitesi Eğitim Fakültesi Okul Öncesi Öğretmenliği Bölümünden mezun olduktan sonra Ankara Üniversitesi Fen Bilimleri Enstitüsü Ev Ekonomisi (Çocuk Gelişimi ve Eğitimi) Bölümünde yüksek lisansını, Ankara Üniversitesi Sağlık Bilimleri Enstitüsü Çocuk Gelişimi Bölümünde doktora öğrenimini tamamladı. İstanbul Üniversitesi Açık ve Uzaktan Eğitim Fakültesi Çocuk Gelişimi Bölümünden ikinci lisans derecesini aldı. Özel ve resmi okul öncesi eğitim kurumlarında öğretmen ve sorumlu müdür, Ahi Evran Üniversitesi Sağlık Yüksekokulu Çocuk Gelişimi Bölümünde Öğretim Görevlisi olarak çalıştıktan sonra Ankara Yıldırım Beyazıt Üniversitesi Sağlık Bilimleri Fakültesi Çocuk Gelişimi Bölümünde Dr. Öğr. Üyesi olarak çalışmaya başlamıştır. 2023 yılında Üniversitelerarası Kurul Başkanlığından doçent unvanını almıştır. Ulusal ve uluslararası dergilerde makaleleri ve kitap bölümleri bulunmaktadır.
Ankara Üniversitesi’nde 1988 yılında “Lisans”, 1993 yılında Gazi Üniversitesi’nde “Yüksek Lisans”, 2004 yılında Gazi Üniversitesi’nde “Doktora” öğrenimini tamamladı. 2006 yılında Çocuk Gelişimi ve İnsan İlişkileri Anabilim Dalı’nda “Yardımcı Doçent”, 2013 yılında Çocuk Gelişimi alanında “Doçent”, 2020 yılında ise Gazi Eğitim Fakültesi, Temel Eğitim Bölümü, Okul Öncesi Eğitimi Anabilim Dalı’nda “Profesör” unvanını aldı. Gazi Üniversitesi Gazi Eğitim Fakültesi Temel Eğitim Bölümü Okul Öncesi Eğitimi Ana Bilim Dalı Başkan yardımcısı, başkan ve Gazi Üniversitesi Çocuk Gelişimi Araştırma, Uygulama ve Eğitim Merkezi müdürlüğü görevlerini yürüttü. Halen Gazi Eğitim Fakültesi Temel Eğitim Bölümü başkan yardımcısı görevini yürütmekte olup, Temel Eğitim Bölümü Okul Öncesi Eğitimi Anabilim Dalı’nda öğretim üyesi olarak görevine devam etmektedir. Çocuk gelişimi ve eğitimi, okul öncesi eğitim alanları ile ilgili çalışmaları bulunmaktadır.
