Effect of Self-Regulating Behaviour on Young Children’s Academic Success

Year 2015, Volume: 7 Issue: 1, 69 - 96, 15.07.2015

Susan De La Riva Thomas G. Ryan

https://doi.org/10.20489/intjecse.92329

Cited By: 4

Abstract

This article leads to several conclusions regarding self-regulation in young children which does affect academic outcomes for those who transition to formal schooling from a preschool environment. Herein we argue that children who are good self-regulators will realize greater academic success than those who cannot self-regulate in the later elementary grades. These conclusions are noteworthy given the importance placed on self-regulatory behaviour by teachers, particularly in the Early Learning Kindergarten (ELK) program where students must interact through open play with peers. The ability to self-regulate in this environment allows students to work collaboratively with others and problem solve without the intervention.

Keywords

Early Learning; self-regulation; academic outcomes kindergarten; transitioning

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