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ABSTRACT: Research Findings: The present study examined the role of demographic risk factors in the development of children's behavioral regulation. We investigated whether being from a low-income family and being an English language learner (ELL) predicted behavioral regulation between prekindergarten and kindergarten. Results indicated that children from low-income families began prekindergarten with significantly lower behavioral regulation than their more economically advantaged peers. Furthermore, English-speaking children from low-income families exhibited a faster rate of behavioral regulation growth than low-income ELLs. English-speaking children from low-income families narrowed the gap with their more economically advantaged English-speaking peers by the end of kindergarten, but ELLs from low-income families did not. Practice or Policy: Discussion focuses on the importance of understanding the effects of being an ELL and being from a low-income family for the demands of formal schooling.
Early Education and Development 05/2011; 22(3):461-488. · 0.84 Impact Factor
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Shannon B Wanless,
Megan M McClelland,
Alan C Acock,
Claire C Ponitz,
Seung-Hee Son,
Xuezhao Lan,
Frederick J Morrison,
Jo-Lin Chen,
Fu-Mei Chen,
Kangyi Lee,
Miyoung Sung,
Su Li
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ABSTRACT: The present study examined the psychometric properties of scores from a direct measure of behavioral regulation, the Head-Toes-Knees-Shoulders task (HTKS) with 3- to 6-year-old children in the United States, Taiwan, South Korea, and China. Specifically, we investigated (a) the nature and variability of HTKS scores, including relations to teacher-rated classroom behavioral regulation; and (b) relations between the HTKS and early mathematics, vocabulary, and literacy skills. Higher HTKS scores were significantly related to higher teacher ratings of classroom behavioral regulation in the United States and South Korea but not in Taiwan and China. Also, higher HTKS scores were significantly related to higher early mathematics, vocabulary, and literacy skills beyond the influence of demographic variables and teacher-rated classroom behavioral regulation. These initial findings suggest that HTKS scores may be interpreted as reflecting early behavioral regulation in these 4 societies and that behavioral regulation is important for early academic success in the United States and in Asian countries.
Psychological Assessment 03/2011; 23(2):364-78. · 2.99 Impact Factor
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ABSTRACT: Research Findings: Behavioral regulation (the integration of attention, working memory, and inhibitory control) is critical for school readiness and early academic achievement. In Taiwan, however, where academic success is highly valued, there is a dearth of assessments available to measure young children's behavioral regulation. The present study examined the validity of a direct measure of behavioral regulation, the Head-to-Toes Task (HTT), in Taiwanese 3.5- to 4.5-year-olds. The goals were to (a) investigate the nature and variability of HTT scores and (b) explore relations between HTT scores and early math and vocabulary skills and teacher-rated classroom behavioral regulation in the spring of the preschool year. Results indicated that the HTT captured substantial variability and was significantly related to early math and vocabulary skills after controlling for age, mother's education level, and teacher-rated classroom behavioral regulation but was not significantly related to teacher ratings of classroom behavioral regulation. Practice or Policy: These findings suggest that the HTT may be a useful measure of behavioral regulation for Taiwanese preschoolers and provide evidence for the importance of behavioral regulation for academic achievement in Taiwan. Practical implications focus on supporting the development of behavioral regulation in early childhood settings, which can promote early school success.
Early Education and Development 01/2011; 22(1):1-28. · 0.84 Impact Factor
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ABSTRACT: Although the negative impact of maternal depression on infants' affective and cognitive development is well-documented, the contribution of paternal depression is often overlooked in the research literature and in early intervention practices. This review examines research on the link between paternal depression and infant cognitive outcomes. Although some disagreement exists, studies indicate that paternal depression limits father involvement, which, in turn, influences cognitive development. These findings have implications for research and early intervention programming that address fathers and young children. Further research on paternal depression is needed to understand how paternal depression specifically influences infant cognitive development and to clarify its implications for early intervention. The authors discuss ways that programs, including Early Head Start, have begun to address this issue, by intervening with fathers and children, building partnerships with mental health service agencies, and increasing staff members' abilities to identify and support parents who are experiencing depression. Finally, discussion focuses on directions for future research and ways to support fathers who struggle with depression.
Infants and young children 03/2008; 21(2):134-141. · 0.91 Impact Factor
