Article

Early Childhood Curiosity and Kindergarten Reading and Math Academic Achievement

April 2018
Pediatric Research 84(Supplement C)

DOI:10.1038/s41390-018-0039-3

Authors:

Prachi Shah

UC Irvine Health

Blair Richards

University of Michigan

Niko Kaciroti

University of Michigan

Background: Although children's curiosity is thought to be important for early learning, the association of curiosity with early academic achievement has not been tested. We hypothesized that greater curiosity would be associated with greater kindergarten academic achievement in reading and math. Methods: Sample included 6200 children in the Early Childhood Longitudinal Study, Birth Cohort. Measures at kindergarten included direct assessments of reading and math, and a parent-report behavioral questionnaire from which we derived measures of curiosity and effortful control. Multivariate linear regression examined associations of curiosity with kindergarten reading and math academic achievement, adjusting for effortful control and confounders. We also tested for moderation by effortful control, sex, and socioeconomic status (SES). Results: In adjusted models, greater curiosity was associated with greater kindergarten reading and math academic achievement: breading = 0.11, p < 0.001; bmath = 0.12, p < 0.001. This association was not moderated by effortful control or sex, but was moderated by SES (preading = 0.01; pmath = 0.005). The association of curiosity with academic achievement was greater for children with low SES (breading = 0.18, p < 0.001; bmath = 0.20, p < 0.001), versus high SES (breading = 0.08, p = 0.004; bmath = 0.07, p < 0.001). Conclusions: Curiosity may be an important, yet under-recognized contributor to academic achievement. Fostering curiosity may optimize academic achievement at kindergarten, especially for children with low SES.

Supplementary Material

Data

April 2018

Prachi Shah · Heidi M. Weeks · Blair Richards · Niko Kaciroti

Ecological contexts associated with early childhood curiosity: Neighborhood safety, home and parenting quality, and socioeconomic status

Article

Full-text available

Feb 2023

Introduction Curiosity is an important social-emotional process underlying early learning. Our previous work found a positive association between higher curiosity and higher academic achievement at kindergarten, with a greater magnitude of benefit for children with socioeconomic disadvantage. Because characteristics of the early caregiving and physical environment impact the processes that underlie early learning, we sought to examine early environmental experiences associated with early childhood curiosity, in hopes of identifying modifiable contexts that may promote its expression. Methods Using data from a nationally representative sample of 4,750 children from the United States, this study examined the association of multi-level ecological contexts (i.e., neighborhood safety, parenting quality, home environment, and center-based preschool enrollment) on early childhood curiosity at kindergarten, and tested for moderation by socioeconomic status. Results In adjusted, stratified models, children from lower-resourced environments (characterized by the lowest-SES tertile) manifested higher curiosity if they experienced more positive parenting, higher quality home environments, and if they lived in “very safe” neighborhoods. Discussion We discuss the ecological contexts (i.e., parenting, home, and neighborhood environments) that are promotive of early childhood curiosity, with an emphasis on the role of the neighborhood safety and the “neighborhood built environment” as important modifiable contexts to foster early childhood curiosity in lower-resourced families.

The Infant and Toddler Curiosity Questionnaire: A Validated Caregiver‐Report Measure of Curiosity in Children From 5 to 24 Months

Article

Jan 2025
INFANCY

Humans are curious. Especially children are known for their drive to explore and learn, which is crucial for developing in and navigating through our complex world. Naturally, some children may be more curious than others, leading to differences in how they structure their own learning experiences, subsequently impacting their developmental trajectories. However, there is a gap in the research field for a reliable measure of such differences early in development. Across three studies, we present the development and assessment of the Infant and Toddler Curiosity Questionnaire (ITCQ), the first caregiver report measure to fill this gap. Items cover observable exploration behaviors in 5‐ to 24‐month‐olds to capture general tendencies of their desire to actively explore their immediate surroundings and are evaluated on a 7‐point Likert‐scale. Exploratory factor analyses and structural equation modeling on a sample of N = 370 UK caregivers led to the final selection of 23 items and provided evidence that the scale allows the reliable computation of an overall curiosity score, with three emergent subscales ( Sensory, Investigative , and Interactive ) explaining additional variance in the data. Furthermore, the scale had good test‐retest reliability after 7–14 days ( N = 67) and related to the child's temperament ( N = 75; positively with surgency and effortful control, negatively with negative affect) offering evidence of its validity as a trait measure. Together, these results support the scale's reliability and validity, showcasing the ITCQ as a powerful tool for developmental research.

Beliefs in Online Professional Learning in Early Mathematics Teaching and Their Effects on Course Engagement

Article

Full-text available

Oct 2024

This study focused on the effects of an early math online professional learning course offered to preschool teachers. The course was designed to inform participants' knowledge of developmental progressions and promote daily mathematics instruction that encouraged students to view their world through a mathematical lens. A survey of preschool teachers' beliefs was administered to participants of the course to determine if participants' beliefs changed significantly and how their pre-course beliefs influenced their engagement in the course. Findings indicate that the course impacted preschool teachers regardless of their area of responsibility, education level, or experience level. The teachers' comfort with teaching math to young children and perspectives about age appropriateness of mathematics were both positively influenced by the course. The teachers with the most positive initial beliefs had a higher rate of course completion. Implications for the field of preschool teacher education and online professional learning environments are discussed.

From classroom to community: the impact of mindset, passion, and grit on academic self-efficacy and social entrepreneurship in gifted and non-gifted students

Article

Full-text available

Oct 2024

Intrinsic motivational factors (IMFs) such as growth mindset (GM), passion, grit, and joyous exploration (JE) are key aspects that can play significant roles in the academic success of students. However, it is unclear how IMFs relate to academic self-efficacy (ASE) and social entrepreneurship value (SEV), and there is a lack of evidence demonstrating that gifted students have specific educational needs based on their intrinsic motivation, social drive, and self-efficacy. This study investigated the relationships of GM, passion, grit, and JE with SEV and ASE in gifted and non-gifted students. Quantitative and qualitative studies were conducted to develop a comprehensive understanding of the topic. The structural equation model analysis of students’ responses showed that IMFs were positively correlated with ASE and SEV. However, these correlations were not dependent on giftedness status. These findings will be useful in developing policies that appropriately cater to the learning needs of non-gifted and gifted students.

Curiosity in children across ages and contexts

Article

Aug 2024

Validation of the I- and D-type Epistemic Curiosity scale among Young Chinese Children and Implications on Early Curiosity Nurture

Preprint

Full-text available

Dec 2023

Curiosity, an innate and intrinsic motivation to explore, makes vital contributions to learning in individuals of various ages. Epistemic curiosity centers on the drive to close information gaps and can be classified a joyous exploration and interest (I) and deprivation sensitivity (D) types. Each subtype is associated with different academic achievements, personality traits, emotions, and aspects of creativity. Building on the concept of epistemic curiosity in adults, the I- and D-type Epistemic Curiosity in Young Children (I/D-YC) scale was developed. The purpose of the present study was to validate the Chinese I/D-YC scale for preschoolers. Exploratory factor and confirmatory factor analyses of data from 111 parents (sample 1) indicated that the Chinese I/D-YC replicated the two-factor structure and items of the original scale. The scales’ convergent validity and reliability were examined with data from 189 parents (sample 2) and 129 teachers (sample 3), as its test–retest reliability was examined with data from 45 parents (from sample 2). The results established the Chinese I/D-YC scale as a valid and reliable measure of epistemic curious behaviors in young Chinese children. Moreover, the cultivation of epistemic curiosity should weaken inhibition and this might enhance well-being, creativity and learning, especially the D type with lower SES.

Fostering academic performance in 5-year-olds: The role of self-direction values, presented self-esteem, and positive self-perception

Article

Full-text available

Jan 2025
Early Educ Dev

Self-direction values, which reflect the need for autonomy, creativity, curiosity, and mastery, potentially hold substantial importance in educational settings. However, limited research exists on how these values contribute to academic performance, particularly in early childhood. This study aims to fill this gap by examining the relationships between kindergarten children’s self-direction values and their academic performance while considering their presented self- esteem and positive self-perception. One hundred and twenty children (59 girls; Mage = 67.45 months, SDage = 6.56 months) participated in this study. Children’s self-direction values and positive self-perception were examined in one-on-one interviews. Teachers reported on the children’s presented self- esteem and academic performance. Research Findings: Presented self-esteem significantly mediated the link between self-direction values and academic performance (path a: p = .007; path b: p < .001). Additionally, positive self- perception significantly moderated the link between self-direction values and their presented self-esteem in the classroom (p = .007). The indirect effects of self-direction values on academic performance through presented self-esteem were significant at the average and high levels of positive self-perception, but not at the low levels. Practice or Policy: The current research provides valuable insights into the role of self-direction values in early education and the interplay between young children’s self-direction values, presented self-esteem, and positive self-perception, thus contributing to developmental and educational theory and practice.

Bayesian (Non)Linear Random Effects Mediation Models: Evaluating the Impact of Omitting Confounders

Article

Full-text available

Dec 2024

Often in educational and psychological studies, researchers are interested in understanding the mediation mechanism of longitudinal (repeated measures) variables. Almost all longitudinal mediation models in the literature stem from structural equation modeling framework and hence, cannot directly estimate intrinsically nonlinear functions (e.g., exponential, linear–linear piecewise function with an unknown changepoint) without using reparameterizations. The current study aims to develop a framework of Bayesian (non)linear random effects mediation models, B(N)REMM, to directly model intrinsically linear and nonlinear functions. Specifically, we developed two distinct longitudinal mediation models where all variables under consideration were longitudinal and followed either a linear trend (L-BREMM) or a segmented trend captured by linear–linear piecewise functions with unknown random changepoints (P-BREMM). Additionally, no research has assessed the impact of omitting confounder(s) when modeling mediation effects for intrinsically nonlinear functions. We used an empirical data example from the Early Childhood Longitudinal Study—Kindergarten Cohort to contrast the fit of two models where one included the confounder and the other omitted it. The empirical example illustrated the need to study the impacts of model misspecification with respect to omitting confounder(s). We further explored this issue and its effect on model estimation for both L-BREMM and P-BREMM via Monte Carlo simulation studies under a variety of data conditions. The simulation study results showed that omitting confounder(s) negatively impact parameter recovery for both L-BREMM and P-BREMM but only had an impact on model convergence of P-BREMM. We provide R scripts to estimate both L-BREMM and P-BREMM to aid the dissemination of these models.

Construction and Content Validity of the Brazilian Portuguese Reading and Writing Neuropsychological Instruction Program for Early Grades

Article

Full-text available

Nov 2024

Objective: This study describes the construction and evidence of content validity of the Reading and Writing Neuropsychological Instruction program (Instrução Neuropsicológica da Leitura e da Escrita [INELE]). This program aims to improve children’s reading and writing skills in classrooms in early grades. Method: The INELE was developed through five stages, namely, literature review, activity creation, interrater analysis, educator input, and finalization. Interrater agreement was assessed using the content validity index, with experts and educators evaluating sections and sessions independently, leading to the creation of the final version. Results: After interrater analyses and evaluation by school educators, the final version of the INELE comprises 25 sessions organized into two sections: (a) phonological awareness and grapheme–phoneme correspondence and (b) text reading comprehension and text reading fluency. Conclusions: The INELE is a useful evidence-based intervention for reading and writing instruction in classrooms and for training of underlying cognitive processes.

Overcoming the Streetlight Effect: Shining Light on the Foundations of Learning and Development in Early Childhood

Article

Full-text available

Oct 2024

Developmental theory has long emphasized a range of skills that young children need for healthy development across the life course. Nevertheless, most evaluations of early childhood programs and policies have focused on measuring a somewhat limited set of competencies. In this article, we explore this “streetlight effect” in early childhood intervention research and propose an initial set of skills that we argue should be prioritized alongside traditionally measured outcomes as targets of intervention during the preschool period (i.e., between ages 3 and 5 years). These skills, which we call the foundations of learning and development (FOLD) skills, include both well-studied and emerging constructs such as curiosity, creativity, self-regulation and executive function, critical thinking, perspective taking, and internal representations of self. To better understand FOLD skills’ potential as more practical, effective, and inclusive targets of early childhood programs and policies, we review research regarding each skill’s malleability, measurability, predictive validity, and universality. We end with a set of future directions for the field, including the need to (a) formulate a more inclusive taxonomy of FOLD skills that incorporates currently omitted competencies relevant to marginalized populations, (b) measure these skills in scalable and actionable ways, and (c) enhance or modify intervention strategies to optimize the development of these FOLD skills in the preschool period.

Curiosity and Digital Stories: Exploring Preschoolers’ Behaviors

Article

Full-text available

Oct 2024

p style="text-align:justify">Given curiosity’s fundamental role in motivation and learning and considering the widespread use of digital stories as educational tools from the preschool age, we pursued measuring preschoolers’ curiosity when interacting with digital stories. Using 129 toddlers and preschoolers as a sample, three groups (one for each class) were given different versions of the same digital story to listen to: interactive, non-interactive, and animated. Toddlers' verbal and nonverbal behaviors were utilized to quantify curiosity as a condition brought on by the app. The participants' verbal and nonverbal behaviors were recorded during the digital reading aloud. Every child's data was encoded at one-minute intervals to examine concurrent behavior, and the results were then compiled. The findings show that interactive presentation formats encourage more touching and language use but less noise production and that interaction and the creative use of hot spots in digital illustrations are key elements in piquing viewers' curiosity while contributing to the strengthening of the engagement to the activity and the cultivation of critical thinking, creativity, and imagination.</p

Gender debate is not worthy in the 21st century classroom: Evidence-based outcomes from psychological abilities in students

Article

Full-text available

Dec 2022

The debate about differences in intellectual abilities is far from over. This debate has astronomically drifted from academic success to mental possessions. In this regard, the current study examined curiosity, creativity, and academic motivation in students for possible differences in terms of gender. A total of 568 high school students were surveyed using a cross-sectional design. The data were gathered using adapted curiosity, creativity, and academic motivation scales to test for possible differences. Male and female students had similar abilities in curious, creative, and motivated potentials, according to the test MANOVA results [F (3,549) = 0.718, p > 0.610; Wilks’ Lambda = 0.993, partial eta squared = 0.007]. This could be the result of similar opportunities presented to both male and female students in their academic journey. Therefore, educational policies on gender parity should be developed to help tone down unnecessary comparisons and mental competition between male and female students in the areas of curiosity, creativity, and academic motivation.

The relationship between trait mindfulness and academic performance: a meta-analysis

Article

Full-text available

Sep 2024

Where Should I Search Next? Messages Embedded in Storybooks Influence Children’s Strategic Exploration in Turkey and the United States

Article

Full-text available

Aug 2024

Despite the vital role of curiosity-driven exploration in learning, our understanding of how to enhance children’s curiosity remains limited. Here, we tested whether hearing a strategic curiosity story with curiosity-promoting themes (e.g., strategically approaching uncertainty, adapting flexibly to new information) versus a control story with traditional pedagogical themes (e.g., following rules, learning from others) would influence children’s strategic exploration across two cultures. Three- to 6-year-olds from the United States (N = 138) and Turkey (N = 88) were randomly assigned to hear one of these stories over Zoom, before playing a game in which they searched for sea creatures across five fish tanks. All tanks had the same number of hiding spots but varied in the number of creatures they contained. Time was limited and children could not return to prior tanks, pushing them to allocate search effort strategically. Results indicated that across both countries, children in the strategic curiosity condition explored the virtual “aquarium” more broadly; they moved through tanks more rapidly than children in the control condition and were more likely to explore all five tanks before time ran out. Children in the strategic curiosity condition also showed relatively more strategic search, adapting their search based on the likelihood of finding creatures in each tank. While further research is needed to pinpoint which elements of our stories produced differences in search behavior and whether they did so by enhancing or inhibiting children’s strategic exploration, storybooks appear to be a promising method for shaping children’s exploration across multiple countries.

Asking or answering questions: Musing over the educational strategy for the future

Article

Full-text available

Jun 2023

Joseph Jordania

Mainstream education systems are largely heavily based on checking students' knowledge by asking them questions and checking their answers. This is the complete reversal of the natural way of developing children’s brains from early age—through asking questions themselves. This article discusses the evolutionary importance of the ability of asking questions for human intelligence and its potential for creating a new strategy of education, based on encouraging students' natural curiosity, and encouraging their natural ability to search for knowledge. The article proposes that the most natural way to develop young human brains is through asking questions to adults from a very young age, the strategy developed and honed during the evolution of Homo sapiens through natural selection. The article concludes with some concrete classroom strategies and play suggestions that can be used to encourage young learners to ask questions freely in both child-centered education (CCE) and more traditional teacher-centered education models.

How Does Active Learning Pedagogy Shape Learner Curiosity? A Multi-Site Mediator Study of Learner Engagement among 45,972 Children

Article

Full-text available

Jun 2024

Ji Liu

Curiosity is one of the most fundamental biological drives that stimulates individuals' intense desire to explore, learn, and create. Yet, mechanisms of how curiosity is influenced by instructional pedagogy remain unclear. To shed light on this gap, the present study sets out to investigate the underlying channels linking active learning pedagogy, learner engagement, and learner curiosity, employing a partial least-squares structural equation model leveraging the Social and Emotional Skills Survey dataset across ten sites (N = 45,972). Findings indicate that active learning pedagogy is positively associated with learner engagement (std. β = 0.016, p = 0.005), but there lacks a significant direct effect on learner curiosity (std. β = −0.001, p = 0.738). Structural mediation results show that learner engagement is a key mediating channel linking active learning pedagogy and learner curiosity (std. β = 0.013, p = 0.005).

Robotics in universal prekindergarten classrooms

Article

Full-text available

Jun 2024
INT J TECHNOL DES ED

Policy emphases on early childhood and elementary computer science education have led to the development of many developmentally appropriate computer science and robotics tools, pedagogies, and high-quality curricula. One example is the integrated Coding as Another Language pedagogy for coding, literacy, and social and emotional learning. The pedagogy was initially developed for students in kindergarten and early elementary school and has not previously been aligned to prekindergarten learning frameworks or used in the prekindergarten setting. In this paper, we describe a pilot program if the CAL pedagogy could be successfully used for the prekindergarten setting. The study used a design-based method to adapt the Coding as Another Language curriculum for the prekindergarten setting and a mixed-methods protocol to evaluate the program at a preschool site serving children experiencing homelessness in classrooms that are part of the local school district’s universal prekindergarten program. Students were assessed using the Coding Stages Assessment of coding knowledge and the TechCheck-PreK assessment of computational thinking. Teachers completed semi-structured interviews over the course of the project. Teachers reported overall positive experiences teaching the curriculum including for English language learners, although some reported challenges integrating the curricula in their bilingual classrooms. Children participating in the program significantly improved on their coding knowledge by 4.60 points on the Coding Stages Assessment, p < .0001. These findings suggest that the Coding as Another Language pedagogy can be successfully integrated with preschool learning frameworks and implemented in preschool classrooms.

ASSOCIATION OF EPISTEMIC CURIOSITY AND COGNITIVE ABILITY IN YOUNG CHILDREN: PREFERENCE FOR FILLING THE INFORMATION GAP OVER NOVELTY

Article

May 2024

Epistemic curiosity (EC) is the desire to acquire new knowledge. This study investigated the association between EC and cognitive ability by conducting two different measurements of EC: a report-based measurement using a parent report questionnaire, and a behaviour-based measurement using an exploratory task. In the exploratory task, we used an ambiguous toy that was not novel, but might stimulate EC, and a clear toy that was novel to determine which was preferred. The results showed that preschoolers preferred the ambiguous toy to the clear novel toy. There was a positive correlation between preference for the ambiguous toy and IQ (information subscale). There was a weak relationship between questionnaire scores and exploratory task performance. Cognitive ability (information scores) may support detection of the information gap which triggers curiosity-driven exploration. Each measurement (report-based and behavioural-based) can assess different aspects of EC. Report-based EC may be more indicative of children’s observed EC in daily life, whereas behavioural measurement in a structured setting may better reflect children’s cognitive abilities to detect curiosity-driven stimuli.

Environmental Factors Predicting Young Children’s Secure Exploration

Article

Full-text available

Apr 2024
Early Child Educ J

This study examined the role of parenting practices on preschoolers’ secure exploratory behaviors; specifically, the extent to which parenting practices mediate the relationship between socio-economic status, perceived neighborhood support, parental depression and children’s exploratory behaviors. The participants (n = 3268) were parents of young children (Mage = 50.82 months; 50% identified as Latinx). Structural equation models revealed that parenting practices had a positive direct association with preschoolers’ secure exploration. Parental depression had a negative association with preschoolers’ secure exploration, whereas perceived neighborhood support and socio-economic status had positive associations with secure exploration. These associations were significantly mediated through parenting practices. The results demonstrate the crucial role parents play in fostering their child’s secure exploration by providing a secure base and exploratory experiences, and can inform policy and family education programs.

Question asking practice fosters curiosity in young children

Preprint

Full-text available

Feb 2024

Children who are more curious learn more in school, but little is known about how to promote curiosity-driven behaviors. In a preregistered experiment, 103 children (54 boys, 49 girls, ages 5-7-years) were randomly assigned to a condition in which they were encouraged to ask questions, or to listen carefully, during eight one-on-one science lessons over two weeks. Children in the question-asking condition valued new science information significantly more than children in the listening condition (Wilcoxon r = .23). Children with less background knowledge benefited more from question-asking. These results suggest that practice with question-asking can boost some aspects of curiosity and learning.

Student curiosity in engineering courses and research experiences: “I'm kind of torn between being a decent student and a decent engineer.”

Conference Paper

Jun 2023

Identifying Socioemotional Skills for the Digital Age: Foundations of an Early Childhood Literature-Based Program

Chapter

Full-text available

Jan 2024

Rapid advancements in technology have changed the education landscape. Starting at a young age, individuals are exposed to new and emerging digital tools, requiring them to learn technical skills throughout their lives. The increasing digitalization of society also brought about new ways of expressing oneself and interacting with others. This means that learners should also be equipped with socioemotional skills to effectively navigate their environment. One of the challenges is identifying which skills should be included in learning programs. This chapter presents how we generated a roster of 12 socioemotional skills that we targeted when we designed a 10-week early childhood literature-based program promoting socioemotional development. We reviewed various research and policy documents from different institutions, taking into consideration socioeconomic as well as psycho-educational views.

Smartphone Addiction, Executive Function, and Mother-Child Relationships in Early Childhood Emotion Dysregulation

Article

Full-text available

Nov 2023

Early childhood emotional dysregulation is critical in recognizing and preventing psychological well-being disorders, laying the groundwork for developing healthy emotional behaviors early on. This study aims to determine the direct influence of smartphone addiction, executive function, and the mother-child relationship on emotional dysregulation in early childhood in West Sumatra. This research method is a quantitative survey. The data collection technique in this research uses a questionnaire design on 309 parents who were selected using a simple random sampling method. This data processing tool uses the SmartPLS software. The results of the study indicate that smartphone addiction has a significant impact on emotional dysregulation in early childhood, executive function has a positive and significant effect on emotional dysregulation in early childhood, and the mother-child relationship has a positive and significant influence on emotional dysregulation in early childhood. The findings of this research can offer valuable insights into improving the understanding of the factors that influence emotional dysregulation in early childhood and intervention strategies to address the issues that arise as a result. Keywords: smartphone addiction, executive function, mother-child relationship, emotional dysregulation, early childhood References: Aisyah, Salehudin, M., Yatun, S., Yani, Komariah, D. L., Aminda, N. E. R., Hidayati, P., & Latifah, N. (2021). Persepsi Orang Tua Dalam Pendidikan karakter Anak Usia Dini Pada Pembelajaran Online di Masa Pandemi Covid-19. PEDAGOGI: Jurnal Anak Usia Dini Dan Pendidikan Anak Usia Dini, 7(1), 60–75. https://doi.org/http://dx.doi.org/10.30651/pedagogi.v7i1.6593 Allison, S. Z. (2023). Islamic Educational Provisions in South Korea and Indonesia : A Comparison. Journal of Islamic Education Students, 3, 50–61. https://doi.org/10.31958/jies.v3i1.8772 Anggraini, E. (2019). Mengatasi Kecanduan Gadget Pada Anak. Serayu Publishing. Annisa, N., Padilah, N., Rulita, R., & Yuniar, R. (2022). Dampak Gadget Terhadap Perkembangan Anak Usia Dini. Jurnal Pendidikan Indonesia, 3(9), 837–849. https://doi.org/10.36418/japendi.v3i9.1159 Annisavitry, Y., & Budiani, M. S. (2006). Hubungan antara Kematangan Emosi dengan Agresivitas pada Remaja. 1–6. Anzani, R. W., & Intan Khairul Insan. (2020). Perkembangan sosial emosi pada anak usia prasekolah. Jurnal Pendidikan Dan Dakwah, 02, 180–193. APJII. (2019). Pengguna Internet Indonesia Hampir Tembus 200 Juta di 2019. Asosiasi Pengguna Jasa Internet Indonesia (APJII). https://blog.apjii.or.id/index.php/2020/11/09/siaran-pers-pengguna-internet-indonesia-hampir-tembus-200-juta-di-2019-q2-2020/ Aryanti, Z. (2017). Kelekatan dalam perkembangan anak. Arbawiyah: Jurnal Ilmiah Pendidikan. Ashari, L. F., & Anwar, F. (2022). Moral Problems and Mothers’ Efforts to Educate Children in Single Parent Families. Journal of Islamic Education Students (JIES), 2(1), 12. https://doi.org/10.31958/jies.v2i1.4367 Ayomi, A. T. R., Widyorini, E., & Roswita, M. Y. (2021). Hubungan Inteligensi dengan Fungsi Eksekutif pada Anak Gifted Relationship between Intelligence and Executive Function to Gifted Children. Jurnal Ilmiah Psikologi Candrajiwa, 6(2), 136. Bachtiar, M. A., & Faletehan, A. F. (2021). Self-Healing sebagai Metode Pengendalian Emosi. Journal An-Nafs: Kajian Penelitian Psikologi, 6(1), 41–54. https://doi.org/10.33367/psi.v6i1.1327 Baptista, J., Osório, A., Martins, E. C., Verissimo, M., & Martins, C. (2016). Does social-behavioral adjustment mediate the relation between executive function and academic readiness? Journal of Applied Developmental Psychology, 46, 22–30. https://doi.org/10.1016/j.appdev.2016.05.004 Bassett, H. H., Denham, S., Wyatt, T. M., & Warren-Khot, H. K. (2012). Refining the Preschool Self-regulation Assessment for Use in Preschool Classrooms. Infant and Child Development, 21(6), 596–616. https://doi.org/10.1002/icd.1763 Bell, M. A., & Wolfe, C. D. (2004). Emotion and Cognition: An Intricately Bound Developmental Process. Child Development, 75(2), 366–370. https://doi.org/10.1111/j.1467-8624.2004.00679.x Bocknek, E. L., Brophy-Herb, H. E., Fitzgerald, H., Burns-Jager, K., & Carolan, M. T. (2012). Maternal Psychological Absence and Toddlers’ Social-Emotional Development: Interpretations From the Perspective of Boundary Ambiguity Theory. Family Process, 51(4), 527–541. https://doi.org/10.1111/j.1545-5300.2012.01411.x Brock, R. L., & Kochanska, G. (2019). Anger in infancy and its implications: History of attachment in mother–child and father–child relationships as a moderator of risk. Development and Psychopathology, 31(04), 1353–1366. https://doi.org/10.1017/S0954579418000780 Cacioppo, J. T., & Berntson, G. G. (2019). The Affect System structure: architecture and operating characteristics. Current Directions in Psychological Science, 8(5), 133–137. https://doi.org/10.1111/1467-8721.00031 Calkins, S. D., & Marcovitch, S. (2015). Emotion regulation and executive functioning in early development: Integrated mechanisms of control supporting adaptive functioning. In Child development at the intersection of emotion and cognition. (pp. 37–57). American Psychological Association. https://doi.org/10.1037/12059-003 Carlson, S. M. (2005). Developmentally Sensitive Measures of Executive Function in Preschool Children. Developmental Neuropsychology, 28(2), 595–616. https://doi.org/10.1207/s15326942dn2802_3 Chang, F.-C., Chiu, C.-H., Chen, P.-H., Chiang, J.-T., Miao, N.-F., Chuang, H.-Y., & Liu, S. (2019). Children’s use of mobile devices, smartphone addiction and parental mediation in Taiwan. Computers in Human Behavior, 93, 25–32. https://doi.org/10.1016/j.chb.2018.11.048 Chiu, S.-I. (2014). The relationship between life stress and smartphone addiction on taiwanese university student: A mediation model of learning self-Efficacy and social self-Efficacy. Computers in Human Behavior, 34, 49–57. https://doi.org/10.1016/j.chb.2014.01.024 Cholik, C. A. (2021). Perkembangan Teknologi Informasi Komunikasi / Ict Dalam Berbagai Bidang. Jurnal Fakultas Teknik, 14, 1–13. Chusna, P. A. (2017). Pengaruh Media Gadget pada Perkembangan Karakter Anak. 315–330. Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion Regulation as a Scientific Construct: Methodological Challenges and Directions for Child Development Research. Child Development, 75(2), 317–333. https://doi.org/10.1111/j.1467-8624.2004.00673.x Denham, S. A., Ferrier, D. E., Howarth, G. Z., Herndon, K. J., Bassett, H. H., Denham, S. A., Ferrier, D. E., Howarth, G. Z., & Herndon, K. J. (2016). Key considerations in assessing young children ’ s emotional competence. Cambridge Journal of Education ISSN:, 3577(April). https://doi.org/10.1080/0305764X.2016.1146659 Eliasa, E. I. (2011). Pentingnya kelekatan orangtua dalam internal working model untuk pembentukan karakter anak (kajian berdasarkan teori kelekatan dari john bowlby). Yogyakarta: Inti Media Yogyakarta Bekerjasama Dengan Pusat Studi Pendidikan Anak Usia Dini Lembaga Penelitian Universitas Negeri Yogyakarta. Evy Clara, A. A. D. W. (2020). Sosiologi Keluarga. In UNJ PRESS. Unj Press. Fatwikiningsih, N. (2016). Rehabilitasi Neuropsikologi Dalam Upaya Memperbaiki Defisit Executive Function (Fungsi Eksekutif) Klien Gangguan Mental. Journal An-Nafs: Kajian Penelitian Psikologi, 1(2), 320–335. https://doi.org/10.33367/psi.v1i2.296 Ferrier, D. E., Bassett, H. H., & Denham, S. A. (2014). Relations between executive function and emotionality in preschoolers: Exploring a transitive cognitionâ€“emotion linkage. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.00487 Ferrier, D. E., Karalus, S. P., Denham, S. A., Hideko, H., Ferrier, D. E., Karalus, S. P., Denham, S. A., & Bassett, H. H. (2018). Indirect effects of cognitive self-regulation on the relation between emotion knowledge and emotionality between emotion knowledge and emotionality. Early Child Development and Care, 0(0), 1–14. https://doi.org/10.1080/03004430.2018.1445730 Flannery, D. D., Gouma, S., Dhudasia, M. B., Mukhopadhyay, S., Pfeifer, M. R., Woodford, E. C., Triebwasser, J. E., Gerber, J. S., Morris, J. S., Weirick, M. E., McAllister, C. M., Bolton, M. J., Arevalo, C. P., Anderson, E. M., Goodwin, E. C., Hensley, S. E., & Puopolo, K. M. (2021). Assessment of Maternal and Neonatal Cord Blood SARS-CoV-2 Antibodies and Placental Transfer Ratios. JAMA Pediatrics, 175(6), 594. https://doi.org/10.1001/jamapediatrics.2021.0038 Gio, P. U. (2019). Covariance-Based Structural Equation Modeling(CB-SEM) dengan Disertai Perbandingan Hasil dengan Software LISREL dan Amos. In STATCAL (pp. 1–56). Statkomat. www.statcal.org Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). TEST REVIEW Behavior Rating Inventory of Executive Function. Child Neuropsychology, 6(3), 235–238. https://doi.org/10.1076/chin.6.3.235.3152 Goleman, D. (2015). Emotional Intelligence. PT. Main Library Gramedia. Groves, N. B., Wells, E. L., Soto, E. F., Marsh, C. L., Jaisle, E. M., Harvey, T. K., & Kofler, M. J. (2022). Executive Functioning and Emotion Regulation in Children with and without ADHD. Research on Child and Adolescent Psychopathology, 50(6), 721–735. https://doi.org/10.1007/s10802-021-00883-0 Guswani, A. M. (2011). Perilaku agresi pada mahasiswa ditinjau dari kematangan emosi. I(2), 86–92. Hadi, S. (2011). Pembelajaran Sosial Emosional Sebagai Dasar Pendidikan Karakter Anak Usia Dini. Jurnal Teknodik, 15(2), 227–240. Hadi, S. (2013). Pembelajaran Sosial Emosional Sebagai Dasar Pendidikan Karakter Anak Usia Dini. Jurnal Teknodik, 227–240. https://doi.org/10.32550/teknodik.v0i0.104 Handayani, S., Sumarno, S., & Haryati, Y. (2017). UpayaMeningkatkan Kemampuan Kognitif Dalam Memperkenalkan Konsep Pengukuran Anak Usia Dini Melalui Metode Bermain Peran. Jurnal Karya Pendidikan Matematika, 4(1), 43. https://doi.org/10.1017/CBO9781107415324.004 Hapsari. (2016). Psikologi Perkembangan Anak. PT Index. Hasanah, M. (2017). Pengaruh Gadget terhadap Kesehatan Mental Anak. 2(2), 207–214. Hermawati, N. S., & Sugito, S. (2021). Peran Orang Tua dalam Menyediakan Home Literacy Environment (HLE) pada Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(3), 1367–1381. https://doi.org/10.31004/obsesi.v6i3.1706 Herndon, K. J., Bailey, C. S., Shewark, E. A., Denham, S. A., & Bassett, H. H. (2013). Preschoolers’ Emotion Expression and Regulation: Relations with School Adjustment. The Journal of Genetic Psychology, 174(6), 642–663. https://doi.org/10.1080/00221325.2012.759525 Holley, S. R., Ewing, S. T., Stiver, J. T., & Bloch, L. (2015). The Relationship Between Emotion Regulation , Executive Functioning , and Aggressive Behaviors. Journal of Interpersonal Violence, 15(3), 1–16. https://doi.org/10.1177/0886260515592619 Imron, R. I. (2017). Hubungan Penggunaan Gadget Dengan Perkembangan Sosial Dan Emosional Anak Prasekolah Di Kabupaten Lampung Selatan. XIII(2), 148–154. Islamiah, A. (2018). Dampak teknologi informasi terhadap perilaku keagamaan bagi remaja di menganti gresik. Skrispi, Universita(Surabaya), 48. Ita, E., & Fono, Y. M. (2021). Pendampingan Kesulitan Belajar Pada Smartphone Addiction Child di PAUD Terpadu Citra Bakti. Jurnal Abdimas Ilmiah Citra Bakti, 2(2), 149–156. https://doi.org/10.38048/jailcb.v2i2.377 Jahromi, L. B., & Stifter, C. A. (2008). Individual Differences in Preschoolers’ Self-Regulation and Theory of Mind. Merrill-Palmer Quarterly, 54(1), 125–150. https://doi.org/10.1353/mpq.2008.0007 Joormann, J., & Quinn, M. E. (2014). Cognitive Processes And Emotion Regulation in Depression. Depression and Anxiety, 31(4), 308–315. https://doi.org/10.1002/da.22264 Jumrianti, F., Nugroho, S., & Arief, Y. (2022). Hubungan Antara Kecanduan Smartphone Dengan Psychological Well-being Pada Remaja. Journal of Islamic and Contemporary Psychology (JICOP), 2(1), 49–57. https://doi.org/10.25299/jicop.v2i1.10263 Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R., Budacki, J. G., Mohanty, S. H., Leister, K. P., & Bonner, R. L. (2015). Exposure and Use of Mobile Media Devices by Young Children. Pediatrics, 136(6), 1044–1050. https://doi.org/10.1542/peds.2015-2151 Katz, E. (2019). Coercive Control, Domestic Violence, and a Five-Factor Framework: Five Factors That Influence Closeness, Distance, and Strain in Mother–Child Relationships. Violence Against Women, 25(15), 1829–1853. https://doi.org/10.1177/1077801218824998 Khoshgoftar, M., Khodabakhshi-Koolaee, A., & Sheikhi, M. R. (2022). Analysis of the early mother-child relationship in schizophrenic patients. International Journal of Social Psychiatry, 68(3), 548–554. https://doi.org/10.1177/0020764021991186 Kominfo. (2018). Indonesia Raksasa teknologi Digital Asia. Kominfo.Go.Id. https://www.kominfo.go.id/content/detail/6095/indonesia-raksasa-teknologi-digital-asia/0/sorotan_media Kujawa, A., Arfer, K. B., Finsaas, M. C., Kessel, E. M., Mumper, E., & Klein, D. N. (2020). Effects of Maternal Depression and Mother–Child Relationship Quality in Early Childhood on Neural Reactivity to Rejection and Peer Stress in Adolescence: A 9-Year Longitudinal Study. Clinical Psychological Science, 8(4), 657–672. https://doi.org/10.1177/2167702620902463 Kusdemawati, J. (2021). Dampak Attachment Ibu-Anak Bagi Perkembangan Dampak Attachment Ibu-Anak Bagi Perkembangan Psikososial Anak Di Masa Remaja Anak Di Masa Remaja. ROSYADA: Islamic Guidance and Counseling, 2(2), 141–148. https://doi.org/10.21154/rosyada.v2i2.3539 Kusramadhanty, M., Hastuti, D., & Herawati, T. (2019). Temperamen dan praktik pengasuhan orang tua menentukan perkembangan sosial emosi anak usia prasekolah. Persona:Jurnal Psikologi Indonesia, 8(2), 258–277. https://doi.org/10.30996/persona.v8i2.2794 Kusuma, T. C. (2015). Peningkatan Kemampuan Pengukuran Dalam Matematika Awal Melalui Metode Discovery Learning (Penelitian Tindakan Di Tk B Pertiwi I Kantor Gubernur Padang Tahun 2015). Jurnal Tumbuh Kembang, 4(1), 76–84. https://doi.org/https://doi.org/10.36706/jtk.v4i1.8242 Kwon, M., Lee, J.-Y., Won, W.-Y., Park, J.-W., Min, J.-A., Hahn, C., Gu, X., Choi, J.-H., & Kim, D.-J. (2013). Development and Validation of a Smartphone Addiction Scale (SAS). PLoS ONE, 8(2), e56936. https://doi.org/10.1371/journal.pone.0056936 Laible, D., Davis, A., Karahuta, E., & Van Norden, C. (2020). Does corporal punishment erode the quality of the mother–child interaction in early childhood? Social Development, 29(3), 674–688. https://doi.org/10.1111/sode.12427 Lauricella, A. R., Wartella, E., & Rideout, V. J. (2015). Young children’s screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11–17. https://doi.org/10.1016/j.appdev.2014.12.001 Lintuuran, rifo mario warouw. (2015). Hubungan antara Kadar Seng dalam Serum dengan Fungsi Eksekutif pada Anak dengan Gangguan Pemusatan Perhatian dan Hiperaktivitas (GPPH) Correlation between Serum Zinc Level and Executive Function in Children with Attention Deficit/Hyperactivity Disorder (A. 17(4), 285–291. Mansur, A. R. (2019). Tumbuh kembang anak usia prasekolah. In 1 (Ed.), Andalas University Pres. Martí, M., Bonillo, A., Jané, M. C., Fisher, E. M., & Duch, H. (2016). Cumulative Risk, the Mother–Child Relationship, and Social-Emotional Competence in Latino Head Start Children. Early Education and Development, 27(5), 590–622. https://doi.org/10.1080/10409289.2016.1106202 Martin, R. E., & Ochsner, K. N. (2016). The neuroscience of emotion regulation development : implications for education. Current Opinion in Behavioral Sciences, 10, 142–148. https://doi.org/10.1016/j.cobeha.2016.06.006 Martins, E. C., Mărcuș, O., Leal, J., Visu-petra, L., Costa, E., Mărcuș, O., Leal, J., Visu-petra, L., & Martins, E. C. (2018). Assessing hot and cool executive functions in preschoolers : affective flexibility predicts emotion regulation a ff ective fl exibility predicts emotion regulation. Early Child Development and Care, 0(0), 1–15. https://doi.org/10.1080/03004430.2018.1545765 Mawarpury, M. (2020). Kecenderungan Adiksi Smartphone ditinjau dari jenis kelamin dan usia. 05, 24–37. Miller, J. G., Vrtička, P., Cui, X., Shrestha, S., Hosseini, S. M. H., Baker, J. M., & Reiss, A. L. (2019). Inter-brain synchrony in mother-child dyads during cooperation: An fNIRS hyperscanning study. Neuropsychologia, 124, 117–124. https://doi.org/10.1016/j.neuropsychologia.2018.12.021 Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2020). The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks: A Latent Variable Analysis. Cognitive Psychology, 41(1), 49–100. https://doi.org/10.1006/cogp.1999.0734 Mu’min, S. A. (2013). Teori Pengembangan Kognitif Jian Piaget. Jurnal AL-Ta’dib, 6(1), 89–99. Nikken, P., & Schols, M. (2015). How and Why Parents Guide the Media Use of Young Children. Journal of Child and Family Studies, 24(11), 3423–3435. https://doi.org/10.1007/s10826-015-0144-4 Nisak, F. F., Munawaroh, H., & Abbas, S. (2022). The Effect of “ Kids Moderations ” Interactive Multimedia on Religious Moderation Attitudes in Early Childhood. Indonesian Journal of Early Childhood Education Research, 1(1), 38–47. https://doi.org/10.31958/ijecer.v1i1.5811 Novitasari, W., & Khotimah, N. (2013). Dampak Penggunaan Gadget Terhadap Interksi Sosial Anak Usia 5-6 Tahun. 05(03), 182–186. Nurjannah, N. (2017). Mengembangkan Kecerdasan emosiaonal Anak Usia Dini Melalui Keteladanan. Hisbah: Jurnal Bimbingan Konseling Dan Dakwah Islam, 14(1), 50–61. https://doi.org/10.14421/hisbah.2017.141-05 Pangastuti, R. (2017). Fenomena Gadget dan Perkembangan Sosial bagi Anak Usia Dini. Ijiece, 2(2), 165–174. Park, C., & Park, Y. R. (2014). The Conceptual Model on Smart Phone Addiction among Early Childhood. International Journal of Social Science and Humanity, 4(2), 147–150. https://doi.org/10.7763/IJSSH.2014.V4.336 Peñacoba, C., & Catala, P. (2019). Associations Between Breastfeeding and Mother–Infant Relationships: A Systematic Review. Breastfeeding Medicine, 14(9), 616–629. https://doi.org/10.1089/bfm.2019.0106 Pérez-Salas, C. P., Ramos, C., Oliva, K., & Ortega, A. (2016). Bifactor modeling of the behavior rating inventory of executive function (BRIEF) in a Chilean sample. Perceptual and Motor Skills, 122(3), 757–776. https://doi.org/10.1177/0031512516650441 Pianta, R. C. (2001). Student-teacher relationship scale: Professional manual. Psychological Assessment Resources. Priyanti, N., & Jhoni Warmansyah. (2021). The Effect of Loose Parts Media on Early Childhood Naturalist Intelligence. JPUD - Jurnal Pendidikan Usia Dini, 15(2), 239–257. https://doi.org/10.21009/jpud.152.03 Putri, A. R. H., & Rahmasari, D. (2021). Disregulasi Emosi pada Perempuan Dewasa Awal yang Melakukan Self Injury. Character: Jurnal Penelitian Psikologi, 1–16. Putri, C. I. H., & Primana, L. (2018). Gambaran Perilaku Disregulasi Emosi Anak Prasekolah Usia 3-4 Tahun. Jurnal Ilmiah Psikologi Terapan, 6(1), 102. https://doi.org/10.22219/jipt.v6i1.5113 Rachmat, I. F., Hartati, S., & Erdawati. (2021a). Pengaruh Kecanduan Gawai Terhadap Disregulasi Emosi Anak Usia Dini. Journal of Chemical Information and Modeling, 53(9), 1689–1699. https://ojs3.umc.ac.id/index.php/JJB/article/view/1726 Rachmat, I. F., Hartati, S., & Erdawati, E. (2021b). Family Cohesion, Interpersonal Communication, and Smartphone Addiction: Does It Affect Children’s Emotional Dysregulation? Jurnal Cakrawala Pendidikan, 40(2), 279–291. https://doi.org/10.21831/cp.v40i2.34214 Radliya, N. R., Apriliya, S., & Zakiyyah, T. R. (2017). Pengaruh Penggunaan Gawai Terhadap Perkembangan Sosial Emosional Anak Usia Dini. Jurnal Paud Agapedia, 1(1), 1–12. https://doi.org/10.17509/jpa.v1i1.7148 Riggs, N. R., Jahromi, L. B., Razza, R. P., Dillworth-Bart, J. E., & Mueller, U. (2016). Executive function and the promotion of social–emotional competence. Journal of Applied Developmental Psychology, 27(4), 300–309. https://doi.org/10.1016/j.appdev.2006.04.002 Roberts, M. Z., Flagg, A. M., & Lin, B. (2022). Context matters: How smartphone (mis)use may disrupt early emotion regulation development. New Ideas in Psychology, 64, 100919. https://doi.org/10.1016/j.newideapsych.2021.100919 Rubinsztein, D. C., Gestwicki, J. E., Murphy, L. O., & Klionsky, D. J. (2007). Potential therapeutic applications of autophagy. Nature Reviews Drug Discovery, 6(4), 304–312. https://doi.org/10.1038/nrd2272 Safitri, N. D., Hasanah, U., & Masruroh, F. (2023). The Development of Thematic Board Educational Game Tools to Train The Literacy Skills of Children 5-6 Years Old. Indonesian Journal of Early Childhood Educational Research, 1(2), 75–86. https://doi.org/10.31958/ijecer.v1i2.8156 Salsabilafitri, N., & Izzati, I. (2022). Pelaksanaan Pengembangan Sosial Anak di Taman Kanak-kanak Pertiwi 1 Kantor Gubernur Padang. Jurnal Pendidikan AURA (Anak Usia Raudhatul Atfhal). https://doi.org/10.37216/aura.v3i1.591 Sandoval, J., & Echandia, A. (1994). Behavior assessment system for children. Journal of School Psychology, 32(4), 419–425. https://doi.org/10.1016/0022-4405(94)90037-X Santrock, J. W. (2008). Psikologi Pendidikan (terjemahan). Kencana Prenada Media Group. Saraswati, S. W. E., Setiawan, D., & Hilyana, F. S. (2021). Dampak Penggunaan Smartphone pada Perilaku Anak Di Desa Muktiharjo Kabupaten Pati. WASIS : Jurnal Ilmiah Pendidikan, 2(2), 96–102. https://doi.org/10.24176/wasis.v2i2.6432 Sari, I. P., Warmansyah, J., Yuningsih, R., & Sari, M. (2023). The Effect of Realistic Mathematics Education ( RME ) Learning Approach on the Ability to Recognize Number Concepts in Children Aged 4-5 Years. Journal of Islamic Education Students, 3, 38–49. https://doi.org/10.31958/jies.v3i1.8654 Schmeichel, B. J., & Tang, D. (2015). Individual Differences in Executive Functioning and Their Relationship to Emotional Processes and Responses. Current Directions in Psychological Science, 24(2). https://doi.org/10.1177/0963721414555178 Setianingsih, Ardani, A. W., & Khayati, F. N. (2018). Dampak Penggunaan Gadget Pada Anak Usia Prasekolah Dapat Meningkatan Resiko Gangguan Pemusatan Perhatian Dan Hiperaktivitas. XVI(2), 191–205. Shaffer, A. (2017). Unique Contributions of Emotion Regulation and Executive Functions in Predicting the Quality of Parent – Child Interaction Behaviors. Journal of Family Psychology, 31(2), 150–159. Shah, P. E., Weeks, H. M., Richards, B., & Kaciroti, N. (2018). Early childhood curiosity and kindergarten reading and math academic achievement. Pediatric Research, 84(3), 380–386. https://doi.org/10.1038/s41390-018-0039-3 Sirois, M.-S., Bernier, A., & Lemelin, J.-P. (2019). Child temperamental anger, mother–child interactions, and socio-emotional functioning at school entry. Early Childhood Research Quarterly, 47, 30–38. https://doi.org/10.1016/j.ecresq.2018.10.005 Siskawati & Herawati. (2021). Efektivitas Media Loose Parts di PAUD Kelompok A Pada Masa Belajar Dari Rumah. Jurnal Pendidikan Luar Sekolah, 15(1), 41–47. https://doi.org/10.32832/jpls.v14i2.4629 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. https://doi.org/10.1016/j.ecresq.2007.01.002 Smith-Etxeberria, K., & Eceiza, A. (2021). Mother-Child and Father-Child Relationships in Emerging Adults from Divorced and Non-Divorced Families. Social Sciences, 10(10), 382. https://doi.org/10.3390/socsci10100382 Soetjiningsih. (2018). Seri Psikologi Perkembangan : Perkembangan Anak Sejak Pembuahan Sampai dengan Kanak-Kanak Akhir. Kencana. Solfiah, Y. S., Risma, D., Hukmi, & Kurnia, R. (2020). Early Childhood Disaster Management Media Through Picture Story Books. JPUD - Jurnal Pendidikan Usia Dini, 14(1), 141–155. https://doi.org/10.21009/141.10 Sucipto, & Huda, N. (2016). Pola Bermain Anak Usia Dini di Era Gadget Siswa PAUD Mutiara Bunda Sukodono Sidoarjo (pp. 274–347). Sundus. (2017). The Impact of using Gadgets on Children. Journal of Depression and Anxiety, 07(01). https://doi.org/10.4172/2167-1044.1000296 Susanti, D., & Hasmira, M. S. P. (2023). Peran fungsi eksekutif otak pada perkembangan anak. 4(01), 22–32. Trinika, Y. (2015). Pengaruh Penggunaan Gadgetterhadap Perkembangan Psikososial Anak Usia Prasekolah (3- 6 Tahun) Di Tk Swasta Kristen Immanuel Tahun Ajaran 2014-2015. Turk, C. L., Heimberg, R. G., Luterek, J. A., Mennin, D. S., & Fresco, D. M. (2005). Emotion dysregulation in generalized anxiety disorder: A comparison with social anxiety disorder. Cognitive Therapy and Research, 29(1), 89–106. https://doi.org/10.1007/s10608-005-1651-1 Ulfah, M. (2020). DIGITAL PARENTING: Bagaimana Orang Tua Melindungi Anak-anak dari Bahaya Digital? Edu Publisher. Ulya, L., Sucipto, S., & Fathurohman, I. (2021). Analisis Kecanduan Game Online Terhadap Kepribadian Sosial Anak. Jurnal Educatio FKIP UNMA, 7(3), 1112–1119. https://doi.org/10.31949/educatio.v7i3.1347 Unde, A. A., Fatimah, J. M., & Hasanuddin, U. (2023). Komunikasi orang tua pekerja dalam menjaga kesehatan mental anak. 4, 39–51. Ursache, A., Blair, C., & Raver, C. C. (2012). The Promotion of Self-Regulation as a Means of Enhancing School Readiness and Early Achievement in Children at Risk for School Failure. Child Development Perspectives, 6(2), 122–128. https://doi.org/10.1111/j.1750-8606.2011.00209.x Ursache, A., Blair, C., Stifter, C., & Voegtline, K. (2013). Emotional reactivity and regulation in infancy interact to predict executive functioning in early childhood. Developmental Psychology, 49(1), 127–137. https://doi.org/10.1037/a0027728 Valiente, C., Swanson, J., & Eisenberg, N. (2012). Linking Students’ Emotions and Academic Achievement: When and Why Emotions Matter. Child Development Perspectives, 6(2), 129–135. https://doi.org/10.1111/j.1750-8606.2011.00192.x Vgontzas, A. N., Lin, H.-M., Papaliaga, M., Calhoun, S., Vela-Bueno, A., Chrousos, G. P., & Bixler, E. O. (2008). Short sleep duration and obesity: the role of emotional stress and sleep disturbances. International Journal of Obesity, 32(5), 801–809. Wahyuni, A. S., Siahaan, F. B., Arfa, M., Alona, I., & Nerdy, N. (2019). The Relationship between the Duration of Playing Gadget and Mental Emotional State of Elementary School Students. Open Access Macedonian Journal of Medical Sciences, 7(1), 148–151. https://doi.org/10.3889/oamjms.2019.037 Warmansyah, J., Zulhendri, Z., & Amalina, A. (2021). The Effectiveness of Lore Traditional Games Towards The Ability to Recognize The Concept of Numbers on Early Childhood. Ta’dib, 24(2), 79. https://doi.org/10.31958/jt.v24i2.2685 Wilson, D., & Gross, D. (2018). Parents ’ Executive Functioning and Involvement in Their Child ’ s Education : An. Journal of School Health, 88(4), 322–329. Wulandani, C., & Putri, M. A. (2022). Implementing Project-Based Steam Instructional Approach in Early Childhood Education in 5 . 0 Industrial Revolution Era. 1(1), 29–37. https://doi.org/10.31958/ijecer.v1i1.5819 Yan, J., Schoppe-Sullivan, S. J., & Feng, X. (2019). Trajectories of mother-child and father-child relationships across middle childhood and associations with depressive symptoms. Development and Psychopathology, 31(04), 1381–1393. https://doi.org/10.1017/S0954579418000809 Yansyah, Y., Hamidah, J., & Ariani, L. (2021). Pengembangan Big Book Storytelling Dwibahasa untuk Meningkatkan Literasi Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(3), 1449–1460. https://doi.org/10.31004/obsesi.v6i3.1779 Yunianggraeni. (2019). Pengawasan Orang Tua Dalam Penggunaan Gadget Pada Anak Di Ra Yapsisumberjaya Lampung Barat. Skripsi, 561(3), S2–S3. Zaini, M., & Soenarto, S. (2019). Persepsi Orangtua Terhadap Hadirnya Era Teknologi Digital di Kalangan Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 254. https://doi.org/10.31004/obsesi.v3i1.127 Zelazo, Z., Blair, P. D., B.W, C., & Illoughby, M. (2016). Executive Function: Implications for Education. NCER 2017-2000. National Center for Education Research, 1(2).

Introduction to Counting Symbols in Early Childhood with Stick Math (STIKMA) Educational Tool Games

Article

Full-text available

Jan 2024

This research aims to improve the ability to recognize the number symbols 1-10 using the Stick Math educational game tool (ETG STIKMA). This research method uses a quasi-experimental design with a control group to test the effectiveness of using ETG STIKMA on the ability to recognize numbers. ETG STIKMA learning media has been tested by material experts and media experts who are experienced and competent in their fields. Data collection techniques use questionnaires and observation. The material expert's validation results were 80%, then the media expert gave a result of 97%, which means that the media and materials contained in STIKMA media are suitable for use to improve the cognitive abilities of children aged 5-6 years at Fatimah Az-Zahro Kindergarten. The effectiveness test results show that children's cognitive abilities in recognizing numbers 1-10 have increased by 10.50% with a positive rating of 210.00. So, this game is appropriate and efficient for improving cognitive abilities regarding the number symbols 1-10.

Studying Children’s Digital World Within the Family Ecosystem: Seeing the Forest and the Trees, but What About the Biome?

Article

Full-text available

Dec 2023

Barr and Kirkorian (2023) provide a much-needed comprehensive framework for studying children’s learning and memory in the context of screen-based digital media. By integrating decades of research about what is known about children’s abilities and limitations in learning and memory in early childhood, both generally and via digital experiences, they offer a framework offering testable hypotheses and a potential path forward for parents, educators, and policy makers. This commentary suggests that this is an important step forward for the study of children’s increasing digital world, but we also push forward an argument that an even wider lens view is necessary when the world’s children are facing a number of community and societal challenges coupled with a period of rapid technological advancement.

The Didactics of Early Mathematics Learning

Conference Paper

Jan 2023

Early mathematics teaching and learning are of paramount importance for developing mathematics skills for primary school. This contribution analyzes some fundamental concepts related to the early teaching and learning of mathematics in kindergarten. We primarily focus on the content and teaching methods used in kindergarten for effective mathematical learning. In particular, pupils should be introduced to four major areas of mathematics, namely (1) logic and language; (2) numbers and basic arithmetic; (3) the geometry and measurement of space; and (4) data processing (statistics). Each of these can be developed and addressed through specific games and in a meaningful and experiential way.

STRATEGI MENDAMPINGI DAN MENSTIMULASI DALAM MENINGKATKAN MEMBACA ANAK USIA DINI MELALUI CERGAM (CERITA BERGAMBAR)

Article

Full-text available

Aug 2023

Requirements for entry into primary school are not only based on the age limit of the child, but also on reading requirements. Besides that, the lack of interesting image visualization media makes it seem monotonous and boring for children. The purpose of this dedication to the community is to provide knowledge for teachers and parents at Ilman Nafi' tutoring in Kudus Regency regarding strategies to assist and stimulate early childhood reading. Calistung stands for reading, writing and calculating, these three are basic abilities that a person must possess in order to learn other things more easily. The method of counseling activities starts from event preparation, pre-test before giving material, giving material through power point slides, post-test evaluation, and closing. The instrument in providing material is power point, to carry out the pre-test and post-test using a questionnaire. The output to be achieved is that the teacher and parents make the Cergam (Cerita Bergambar) media and practice and apply it so that they can increase children's interest in reading. The PkM gap analysis is to minimize the need for Calistung through fun reading strategies with Cergam media. The results of the service obtained a pre-test score of 15% and an increase in the post-test score to 100%, the increase in scores from before and after giving the material shows that the counseling has succeeded in increasing knowledge for teachers and parents of Ilman Nafi's tutoring. Abstrak Persyaratan untuk masuk ke sekolah dasar tidak hanya didasarkan pada batas usia anak, tetapi juga pada persyaratan membaca. Selain itu kurangnya media visualisasi gambar yang menarik sehingga terkesan monoton dan membosankan bagi anak. Tujuan Pengabdian kepada Masyarakat ini untuk memberikan pengetahuan bagi guru dan orang tua di bimbingan belajar Ilman Nafi’ Kabupaten Kudus mengenai strategi mendampingi dan menstimulasi membaca anak usia dini. Calistung adalah singkatan dari membaca, menulis, dan menghitung, ketiganya merupakan kemampuan dasar yang harus dimiliki seseorang agar dapat mempelajari hal lain dengan lebih mudah. Metode kegiatan penyuluhan mulai dari persiapan acara, pre-test sebelum pemberian materi, pemberian materi melalui slide power point, post-test evaluasi, dan penutupan. Instrumen dalam memberikan materi adalah power point, untuk melakuakan pre-test dan post-test menggunakan angket. Luaran yang ingin dicapai adalah guru dan orang tua membuat media Cergam (Cerita Bergambar) serta mempraktikkan dan menerapkan melalui media Cergam sehingga dapat meningkatkan minat membaca anak. Gap analysis PkM yaitu meminimalisir kebutuhan Calistung melalui strategi membaca menyenangkan berbantu media Cergam. Hasil pengabdian diperoleh nilai pre-test sejumlah 15% dan meningkat pada nilai post-test menjadi 100%, kenaikan nilai dari sebelum dan sesudah pemberian materi menunjukkan bahwa pemberian penyuluhan berhasil menambah pengetahuan bagi guru dan orang tua bimbingan belajar Ilman Nafi’.

The influence of learning technology on the formation of research skills in primary school students: Action research

Article

Full-text available

Jul 2023

This study aims to determine the effectiveness of the author's teaching technology in developing schoolchildren's research skills, the challenges an elementary school faces, and how the entire process of developing research skills works. Quantitative and qualitative research techniques were used. Participants were from No.15, No.1, No.46, and No.16 schools in Ust-Kamenogorsk (East Kazakhstan). A random selection was made of an EG comprising 176 students and a CG comprising 173 students. To test the hypothesis that the author's teaching technology in studying natural science fosters the effectiveness of generating research skills, the research methodology employed an experimental pretest-posttest learning CG and EG study. As a result of the introduction of the developed technology in the EG, the levels of formation of these skills among students from the CG and the EG differ significantly. Finally, the developed technology can be used in the practical activities of teachers in elementary schools and serve as the basis for creating methodological materials that perform the developing function of teaching "Natural Science."

The Effect of Mathematics Learning Approaches and Self-Regulation to Recognize the Concept of Early Numbers Ability

Article

Full-text available

Apr 2023

The ability to recognize the concept of early numbers in early childhood is very important to develop so that children are ready to take part in learning mathematics at a higher level. This study aims to determine the effect of mathematics learning approaches and self-regulation to recognize the concept of early numbers ability in kindergarten. The study used an experimental method with a treatment design by level 2x2. The sample used was 32 children. Score data, ability to recognize number concepts, analyzed and interpreted. The results showed that: (1) The Realistic Mathematics Education approach is better than the Open Ended Approach in improving the ability to recognize children's number concepts; (2) There is an interaction effect between mathematics learning approaches and Self-Regulation to recognize the concept of early numbers ability; (3) The Realistic Mathematics Education approach is more suitable for children with high self-regulation, (4) The Open Ended approach is more suitable for children with low self-regulation. Subsequent experiments are expected to find mathematics learning approaches for children whose self-regulation is low on recognizing the concept of early numbers ability. Keywords: mathematics learning approach, self-regulation, early number concept ability References: Adjie, N., Putri, S. U., & Dewi, F. (2019). Penerapan Pendidikan Matematika Realistik (PMR) dalam Meningkatkan Pemahaman Konsep Bilangan Cacah pada Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1), 336. https://doi.org/10.31004/obsesi.v4i1.338 Adjie, N., Putri, S. U., & Dewi, F. (2020). Peningkatan Kemampuan Koneksi Matematika melalui Pendidikan Matematika Realistik (PMR) pada Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1325–1338. https://doi.org/10.31004/obsesi.v5i2.846 Adjie, N., Putri, S. U., & Dewi, F. (2021). Improvement of Basic Math Skills Through Realistic Mathematics Education (RME) in Early Childhood. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(3), 1647–1657. https://doi.org/10.31004/obsesi.v6i3.1832 Amalina, A. (2020). Pembelajaran Matematika Anak Usia Dini di Masa Pandemi COVID-19 Tahun 2020. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 538. https://doi.org/10.31004/obsesi.v5i1.592 Amalina, A., Yanti, F., & Warmansyah, J. (2022). Penerapan Pendekatan Matematika Realistik terhadap Kemampuan Pemahaman Konsep Pengukuran pada Anak Usia 5-6 Tahun. Aulad: Journal on Early Childhood, 5(2), 306–312. https://doi.org/10.31004/aulad.v5i2.378 Amini, F., Munir, S., & Lasari, Y. L. (2022). Student Mathematical Problem Solving Ability in Elementary School: The Effect of Guided Discovery Learning. Journal of Islamic Education Students (JIES), 2(2), 49. https://doi.org/10.31958/jies.v2i2.5592 Anselmus, Z., & Parikaes, P. (2018). Regulasi Diri Dalam Belajar Sebagai Konsekuen. Jurnal Penelitain Dan Pengembangan Pendidikan, 1(1), 82–95. Apriani, N., & Maryam, K. (2020). Pengaruh Pendekatan Realistic Matematick Edukation (RME) Terhadap Kemampuan Pemecahan Masalah. 3(1), 12–19. Ardiniawan, D. Y., Subiyantoro, S., & Kurniawan, S. B. (2022). Peningkatan Kemampuan Penalaran Matematis Siswa Sekolah Dasar Melalui Pendekatan Realistic Mathematics Education ( RME ) Siswa SD Se-Kecamatan Pacitan. April, 607–613. Asri Devi, N. M. I. (2020). Pengembangan Media Pembelajaran Puzzle Angka untuk Meningkatkan Kemampuan Mengenal Lambang Bilangan. Jurnal Ilmiah Pendidikan Profesi Guru, 3(3), 416. https://doi.org/10.23887/jippg.v3i3.28331 Aulia, M., & Amra, A. (2021). Parent’s Participation in Improving the Quality of Education in Elementary Schools. Journal of Islamic Education Students (JIES), 1(2), 58. https://doi.org/10.31958/jies.v1i2.3004 Aziza, A., Pratiwi, H., & Ageng Pramesty Koernarso, D. (2020). Pengaruh Metode Montessori dalam Meningkatkan Pemahaman Konsep Matematika Anak Usia Dini di Banjarmasin. AL-ATHFAL : JURNAL PENDIDIKAN ANAK, 6(1), 15–26. https://doi.org/10.14421/al-athfal.2020.61-02 Becker, D. R., Miao, A., Duncan, R., & Mcclelland, M. (2014). Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement. Early Childhood Research Quarterly, 1–14. https://doi.org/10.1016/j.ecresq.2014.04.014 Bohlmann, N. L., & Downer, J. T. (2016). Self-Regulation and Task Engagement as Predictors of Emergent Language and Literacy Skills. Early Education and Development, 27(1), 18–37. https://doi.org/10.1080/10409289.2015.1046784 Brandes-Aitken, A., Braren, S., Swingler, M., Voegtline, K., & Blair, C. (2019). Sustained attention in infancy: A foundation for the development of multiple aspects of self-regulation for children in poverty. Journal of Experimental Child Psychology, 184, 192–209. https://doi.org/10.1016/j.jecp.2019.04.006 Charlesworth, R. (2005). Experiences in Math for Young Children Fifth Edition (3rd edition). Delmar Cengage Learning. Charlesworth, R. (2011). Understanding child development. Wadsworth Publishing. Chisara, C., Hakim, D. L., & Kartika, H. (2018). Implementasi Pendekatan Realistic Mathematics Education (RME) Dalam Pembelajaran Matematika. Prosiding Sesiomadika, 65–72. Cobb, P., Zhao, Q., & Visnovska, J. (2008). Learning from and adapting the theory of realistic mathematics education. Éducation et Didactique, 2(1), 105–124. Coelho, V., Cadima, J., Pinto, A. I., & Guimarães, C. (2019). Self-Regulation, Engagement, and Developmental Functioning in Preschool-Aged Children. Journal of Early Intervention, 41(2), 105–124. https://doi.org/10.1177/1053815118810238 Cohen−Swerdlik. (2009). Psychology: Psychological Testing and Assessment An Introduction to Test and Measurement 7th Edition. In McGraw-Hill (7th ed.). McGraw-Hill. https://doi.org/13: 9780767421577 Costa, P., Ermini, T., & Sigaud, C. H. de S. (2019). Effects of an educational playful intervention on nasal hygiene behaviors of preschoolers: a quasi-experimental study. Health Promotion Perspectives, 9(1), 50–54. https://doi.org/10.15171/hpp.2019.06 Deflorio, L., Klein, A., Starkey, P., Swank, P. R., Taylor, H. B., Halliday, S. E., Beliakoff, A., & Mulcahy, C. (2018). A study of the developing relations between self-regulation and mathematical knowledge in the context of early math intervention. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2018.06.008 Delyana, H. (2015). Peningkatan Kemampuan Pemecahan Masalah Matematika Siswa Kelas VII Melalui Penerapan Pendekatan Open Ended. Lemma, 2(1), 26–34. Dennick, R. (2016). Constructivism: reflections on twenty-five years teaching the constructivist approach in medical education. International Journal of Medical Education, 7(July), 200–205. https://doi.org/10.5116/ijme.5763.de11 Deny, S. (2019). Survei PISA 2018: Skor Pendidikan Indonesia Masih di Bawah Rata-Rata. 04 Desember. Dwipayana, I. K. A. A., & Diputra, K. S. (2019). Pengaruh Pendekatan Pendidikan Matematika Realistik Berbasis Open Ended Terhadap Kemampuan Berpikir Kreatif Siswa. Journal of Education Technology, 2(3), 87. https://doi.org/10.23887/jet.v2i3.16380 Egbert, J., Herman, D., & Lee, H. (2015). Flipped Instruction in English Language Teacher Education : A Design- ‐ based Study in a Complex, Open- ‐ ended Learning Environment. 19(2), 1–23. Eisenberg, N., Pidada, S., & Liew, J. (2001). The Relations of Regulation and negative emotionality to Indonesian Children’s social functioning. Child Development, 72(6), 1747–1763. https://doi.org/10.1111/1467-8624.00376 Eisenberg, N., Valiente, C., & Eggum, N. D. (2010). Self-Regulation and School Readiness. Early Education & Development, 21(5), 681–698. https://doi.org/10.1080/10409289.2010.497451 Eka, F. (2016). Penerapan Model Pembelajaran Open Ended Pada Pembelajaran Matematika Kelas V Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa di Madrasah Ibtidaiyah Al-Munawwarah Kota Jambi. Skripsi, 4(1), 1–23. Elina, R. (2021). Journal of Islamic Education Students The Effect of Administrative Services on Students’ Satisfaction. JIES: Journal of Islamic Education Students, 1(1), 39–47. Elliott, W., Jung, H., & Friedline, T. (2016). Math Achievement and Children’s Savings: Implications for Child Development Accounts. Journal of Family and Economic Issues, 31(2), 171–184. https://doi.org/10.1007/s10834-010-9185-4 Evi, S. (2011). Pendekatan Matematika Realistik (PMR) untuk Meningkatkan Kemampuan Berfikir Siswa di Tingkat Sekolah Dasar. Jurnal Penelitian Pendidikan, Edisi Khus(2), 154–163. Fajriah, N., & Asiskawati, E. (2015). Kemampuan Berfikir Kreatif Siswa dalam Pembelajaran Matematika Menggunakan Pendidikan Matematika Realistik di SMP. Pendidikan Matematika, 3(2), 157–165. Faridah, N., Isrok’atun, I., & Aeni, A. N. (2016). Pendekatan Open-Ended Untuk Meningkatkan Kemampuan Berpikir Kreatif Matematis Dan Kepercayaan Diri Siswa. Jurnal Pena Ilmiah, 1(1). Fathonah, R. N. (2021). Video Kegiatan Rote Counting dan Rational Counting untuk Menstimulasi Berhitung Permulaan pada Anak Usia ( 4-5 ) Tahun. https://doi.org/10.36706/jtk.v8i2.14630 Febriyani, E., & Warmansyah, J. (2021). Akreditasi Satuan PAUD Berbasis Sistem Penilaian Akreditasi (SISPENA). Journal of Science and Technology, 1(2), 3. Friskilia, O., & Winata, H. (2018). Regulasi Diri (Pengaturan Diri) Sebagai Determinan Hasil Belajar Siswa Sekolah Menengah Kejuruan. Jurnal Pendidikan Manajemen Perkantoran, 3(1), 184. https://doi.org/10.17509/jpm.v3i1.9454 Frye, D., Baroody, A. J., Burchinal, M., Carver, S. M., Jordan, N. C., & McDowell, J. (2014). Teaching math to young children: A practice guide (NCEE 2014-4005). Department of Education. García-Sánchez, P., Tonda, A., Mora, A. M., Squillero, G., & Merelo, J. J. (2018). Automated playtesting in collectible card games using evolutionary algorithms: A case study in Hearthstone. Knowledge-Based Systems, 153, 133–146. https://doi.org/10.1016/j.knosys.2018.04.030 Greenberg, J. (2012). M ore, A ll G one , E mpty , Every Day in Every Way Coming soon ! May, 62–64. Hamidah, N. H., Lidinillah, D. A. M., & Muslihin, H. Y. (2021). Desain Lembar Kerja Anak Berbasis Realistic Mathematika Education ( RME ) untuk Mengenalkan Konsep Bilangan Anak Usia Sciencs Study ) siswa Negara Indonesia. 5(1), 1–9. Handayani, S. D., & Irawan, A. (2020). Pembelajaran matematika di masa pandemic covid-19 berdasarkan pendekatan matematika realistik. Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah Di Bidang Pendidikan Matematika, 6(2), 179–189. https://doi.org/10.29407/jmen.v6i2.14813 Haryuni, S. (2013). Peningkatan Kemampuan Mengenal Bilangan Melalui Media Domino Segitiga di PAUD Kenanga I Kabupaten Pesisir Selatan. Spektrum PLS, 1(1), 103–118. Hayati, N., & Fitri, R. (2016). Bombik Modifikasi Pada Anak Kelompok Bermain. Jurnal Paud Teratai, 5(3), 1–5. Hendrik, J., & Susanti. (2019). Perancangan Aplikasi Tes Psikologi Kecerdasan Majemuk Menggunakan Howard Gardner ’ S Theory of Multiple Intelligences Dengan Microsoft Visual Basic . Net. Jurnal TIMES, VIII(1), 54–62. Hidayat, E. I. F., Vivi Yandhari, I. A., & Alamsyah, T. P. (2020). Efektivitas Pendekatan Realistic Mathematics Education (RME) Untuk Meningkatkan Kemampuan Pemahaman Konsep Matematika Siswa Kelas V. Jurnal Ilmiah Sekolah Dasar, 4(1), 106. https://doi.org/10.23887/jisd.v4i1.21103 Hurtado, C. M. (2017). The Role Of And Quality Of Head Start Experiences In the Development Of Self-Regulatation. Ivrendi, A. (2011). Influence of Self-Regulation on the Development of Children’s Number Sense. Early Childhood Education Journal. https://doi.org/10.1007/s10643-011-0462-0 Jampel, I. N., & Puspita, K. R. (2017). Peningkatan Hasil Belajar Siswa Sekolah Dasar Melalui Aktivitas Pembelajaran Mengamati Berbantuan Audiovisual. International Journal of Elementary Education, 1(3), 197. https://doi.org/10.23887/ijee.v1i3.10156 Jaramillo, J. M., Rendón, M. I., Muñoz, L., Weis, M., Trommsdorff, G., & Medina, A. M. (2017). Children s Self-Regulation in Cultural Contexts : The Role of Parental Socialization Theories, Goals, and Practices. 8(June), 1–9.https://doi.org/10.3389/fpsyg.2017.00923 Jennifer, J. C., Margaret, M., & Leow, C. (2014). A Survey Study of Early Childhood Teachers ’ Beliefs and Confidence about Teaching Early Math. 367–377. https://doi.org/10.1007/s10643-013-0619-0 Kurnia. (2015). Penerapan Model Problem Based Learning Untuk Meningkatkan Kemampuan Menulis Teks Eksposisi Pada Siswa Kelas X II-4 SMA Negeri 8 Makassar. Jurnal Pepatudzu, 9(1), 72–84. Laela, M. N., Ashari, F. A., & Nurcahyani, L. D. (2023). Development of APE Jemari Keahlian to Develop Cognitive Abilities in Children 4-5 Years Old. Indonesian Journal of Early Childhood Educational Research, 1(2), 97–106. https://doi.org/10.31958/ijecer.v1i2.8158 Lau, Y. S., & Rahardjo, M. M. (2020). Meningkatkan Budaya Antri Anak Usia 4-5 Tahun melalui Metode Berbaris Sesuai Warna. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 755. https://doi.org/10.31004/obsesi.v5i1.624 Liwis, N. W. N., & Antara, P. A. (2017). Pengaruh Model Pembelajaran Matematika Realistik Terhadap Kemampuan Mengenal Konsep Bilangan Pada Anak Kelompok A Taman Kanak-Kanak Gugus V Kecamatan Buleleng Gugus V Kecamatan Buleleng Tahun Ajaran 2016/2017. Jurnal Pendidikan Anak Usia Dini Undiksha, 5(1). https://doi.org/http://dx.doi.org/10.23887/paud.v5i1.11403 Manab, A. (2016). Memahami regulasi diri: Sebuah tinjauan konseptual. Psychology & Humanity, 7–11. McGuire, P., Kinzie, M. B., & Berch, D. B. (2012). Developing Number Sense in Pre-K with Five-Frames. Early Childhood Education Journal. https://doi.org/10.1007/s10643-011-0479-4 Mclaughlin, T., Gordon, C., & Ayivor, J. (2013). An Evaluation of the Direct Instruction Model-Lead-Test Procedure and Rewards on Rote Counting, Number Recognition... Indonesian Journal of Basic and Applied Science, 2(1), 98–109. Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2015). TIMSS 2015 International Results in Mathematics. Mulyana, F. A. P., Nandiyanto, A. B. D., & Kurniawan, T. (2022). E-learning Media for the Ability to Recognize and Count Numbers in Kindergarten Students. International Journal of Research and Applied Technology, 2(1), 151–157. https://doi.org/10.34010/injuratech.v2i1.6784 Mulyati, C., Muiz, D. A., & Rahman, T. (2019). Pengembangan Media Papan Flanel Untuk Memfasilitasi Kemampuan Konsep Bilangan Anak Pada Kelompok B. Jurnal Pendidikan Dan Konseling (JPDK), 1(1), 59–68. https://doi.org/10.31004/jpdk.v1i1.362 Mulyati, S., & Sisrazeni, S. (2022). The Relationship Between Stressful Study And Students’ Sleep Pattern During Covid-19 Pandemic. Journal of Islamic Education Students (JIES), 2(1), 21. https://doi.org/10.31958/jies.v2i1.4384 Mustikasari, M., Zulkardi, Z., & Aisyah, N. (2013). Pengembangan Soal-Soal Open-Ended Pokok Bahasan Bilangan Pecahan Di Sekolah Menengah Pertama. Jurnal Pendidikan Matematika, 4(2). https://doi.org/10.22342/jpm.4.2.820 . Muzakki, M., & Fauziah, P. Y. (2015). Implementasi pembelajaran anak usia dini berbasis budaya lokal di PAUD full day school. Jurnal Pendidikan Dan Pemberdayaan Masyarakat, 2(1), 39. https://doi.org/10.21831/jppm.v2i1.4842 Nabighoh, W. N., Mustaji, M., & Hendratno, H. (2022). Meningkatkan Kecerdasan Logika Matematika Anak Usia Dini melalui Media Interaktif Puzzle Angka. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(4), 3410–3417. https://doi.org/10.31004/obsesi.v6i4.2410 Narayani, N. P. U. D. (2019). Pengaruh Pendekatan Matematika Realistik Berbasis Pemecahan Masalah Berbantuan Media Konkret Terhadap Hasil Belajar Matematika. Jurnal Ilmiah Sekolah Dasar, 3(2), 220. https://doi.org/10.23887/jisd.v3i2.17775 Ningsih, S. (2014). Realistic Mathematics Education: Model Alternatif Pembelajaran Matematika Sekolah. Jurnal Pendidikan Matematika, 1(2), 73. https://doi.org/10.18592/jpm.v1i2.97 Nisva, L., & Okfrima, R. (2019). Hubungan Antara Regulasi Diri Dengan Palang Merah Indonesia. Jurnal PSYCHE, 12(2), 155–164. Nurina, D. L., & Retnawati, H. (2015). Keefektifan Pembelajaran Menggunakan Pendekatan Problem Posing dan Pendekatan Open-Ended Ditinjau Dari HOTS. PYTHAGORAS: Jurnal Pendidikan Matematika, 10(2), 129. https://doi.org/10.21831/pg.v10i2.9128 Nurlatifah, D., Sudin, A., Maulana, M., & Kontekstual, P. (2017). Perbedaan Pengaruh Antara Pendekatan Realistik Dan Pendekatan Kontekstual Terhadap Pemahaman Matematis Siswa Pada Materi Kesebangunan. Jurnal Pena Ilmiah, 2(1), 961–970. Nurlita, M. (2015). Pengembangan Soal Terbuka (Open-Ended Problem) pada Mata Pelajaran Matematika SMP Kelas VIII. Pythagoras: Jurnal Pendidikan Matematika, 10(1), 38–49. O’Connor, P. A., Morsanyi, K., & McCormack, T. (2018). Young children’s non-numerical ordering ability at the start of formal education longitudinally predicts their symbolic number skills and academic achievement in maths. Developmental Science, 21(5), e12645. https://doi.org/10.1111/desc.12645 Oktaviana, W., Warmansyah, J., & Trimelia Utami, W. (2021). The Effectiveness of Using Big Book Media on Early Reading Skills in 5-6 Years Old. Al-Athfal: Jurnal Pendidikan Anak, 7(2), 157–166. https://doi.org/10.14421/al-athfal.2021.72-06 Östergren, R., & Träff, U. (2013). Early number knowledge and cognitive ability affect early arithmetic ability. Journal of Experimental Child Psychology, 115(3), 405–421. https://doi.org/10.1016/j.jecp.2013.03.007 Pendidikan, M., Kebudayaan, D. A. N., & Indonesia, R. (2014). No Title. Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A Structured Observation of Behavioral Self-Regulation and Its Contribution to Kindergarten Outcomes. Developmental Psychology, 45(3), 605–619. https://doi.org/10.1037/a0015365 Portilla, X. A., Ballard, P. J., Adler, N. E., Boyce, W. T., & Obradović, J. (2014). An integrative view of school functioning: Transactions between self-regulation, school engagement, and teacher-child relationship quality. Child Development,85(5), 1915–1931. https://doi.org/10.1111/cdev.12259 Prasetya, I., Ulima, E. T., Jayanti, I. D., Pangestu, S. G., Anggraeni, R., & Arfiah, S. (2019). Kegiatan Bimbingan Belajar dalam Meningkatkan Minat Belajar Siswa di Kelurahan Bolong Karanganyar. Buletin KKN Pendidikan, 1(1). https://doi.org/10.23917/bkkndik.v1i1.9286 Purnomo, Y. W., Kowiyah, K., Alyani, F., & Assiti, S. S. (2014). Assessing Number Sense Performance of Indonesian Elementary School Students. International Education Studies, 7(8). https://doi.org/10.5539/ies.v7n8p74 Putra, A. P. (2014). Aji Permana Putra, Eksperimen Pendekatan Pembelajaran... I, 1–10. Qistia, N., Kurnia, R., & Novianti, R. (2019). Hubungan Regulasi Diri dengan Kemandirian Anak Usia Dini. Aulad : Journal on Early Childhood, 2(3), 61–72. https://doi.org/10.31004/aulad.v2i3.35 Rahma, A., & Haviz, M. (2022). Implementation of Cooperative Learning Model with Make A Match Type on Students Learning Outcomes in Elementary School. Journal of Islamic Education Students (JIES), 2(2), 58. https://doi.org/10.31958/jies.v2i2.5593 Rahmawati, F. (2013). Pengaruh Pendekatan Pendidikan Realistik Matematika dalam Meningkatkan Kemampuan Komunikasi Matematis Siswa Sekolah Dasar. Prosiding SEMIRATA 2013, 1(1), 225–238. Rakhman, A., & Alam, S. K. (2022). Metode Bermain Kooperatif Dalam Meningkatkan Antusias Belajar Anak Usia Dini Pada Masa Covid-19. Abdimas Siliwangi, 5(1). https://doi.org/http://dx.doi.org/10.22460/as.v5i1.6880 Riley, D., Juan, robert R. S., Klinkner, J., & Ramminger, A. (2008). Social and Emotional Development. redleaf press. Rismaratri, D., & Nuryadi. (2017). Pengaruh Model Pembelajaran Quantum Dengan Pendekatan Realistic Mathematic Education ( RME ) Terhadap Kemampuan Berfikir Kreatif Dan Motivasi Belajar Matematika. Jurnal Edukasi Matematika Dan Sains, 5(2). Rohmalina, R., Aprianti, E., & Lestari, R. H. (2020). Pendekatan Open-Ended dalam Mempengaruhi Kemampuan Mengenal Konsep Bilangan Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1409–1418. https://doi.org/10.31004/obsesi.v5i2.805 Roliana, E. (2018). Urgensi Pengenalan Konsep Bilangan Pada Anak Usia Dini. Nasional Pendidikan Dasar, 417–420. Rosdiani, A., & Warmansyah, J. (2021). Perancangan Game Edukasi Berhitung Berbasis Mobile Aplikasi Inventor. Journal of Science and Technology, 1(2), 198–206. Rudyanto, H. E. (2016). Pengembangan Kreativitas Siswa Sekolah Dasar Melalui Pembelajaran Matematika Open-Ended. Premiere Educandum : Jurnal Pendidikan Dasar Dan Pembelajaran, 3(02), 184–192. https://doi.org/10.25273/pe.v3i02.275 Sa’diah, H., Zulhendri, Z., & Fadriati, F. (2022). Development of Learning Videos with Kinemaster-Based Stop Motion Animations on Thematic Learning in Elementary Schools. Journal of Islamic Educational Students (JIES), 2(2), 91. https://doi.org/10.31958/jies.v2i2.5615 Safitri, N. D., Hasanah, U., & Masruroh, F. (2023). The Development of Thematic Board Educational Game Tools to Train The Literacy Skills of Children 5-6 Years Old. Indonesian Journal of Early Childhood Educational Research, 1(2), 75–86. https://doi.org/10.31958/ijecer.v1i2.8156 Salminen, J., Guedes, C., Lerkksnen, M. K., Pakarinen, E., & Cadima. (2021). Teacher – child interaction quality and children s self-regulation in toddler classrooms in Finland and Portugal. December 2020, 1–23. https://doi.org/10.1002/icd.2222 Sarnecka, B. W., & Lee, M. D. (2019). Levels of number knowledge during early childhood. Journal of Experimental Child Psychology, 103(3), 325–337. https://doi.org/10.1016/j.jecp.2009.02.007 Sawyer, A. C. P., Chittleborough, C. R., Mittinty, M. N., Miller-Lewis, L. R., Sawyer, M. G., Sullivan, T., & Lynch, J. W. (2015). Are trajectories of self-regulation abilities from ages 2-3 to 6-7 associated with academic achievement in the early school years? Child: Care, Health and Development, 41(5), 744–754. https://doi.org/10.1111/cch.12208 Setiyawati, Y. (2019). Regulasi Diri Mahasiswa Ditinjau Dari Keikutsertaan Dalam Suatu Organisasi. EMPATI-Jurnal Bimbingan Dan Konseling, 6(1), 245–259. https://doi.org/10.26877/empati.v6i1.4115 Shah, P. E., Weeks, H. M., Richards, B., & Kaciroti, N. (2018). Early childhood curiosity and kindergarten reading and math academic achievement. Pediatric Research, 84(3), 380–386. https://doi.org/10.1038/s41390-018-0039-3 Sriwahyuni, E., Asvio, N., & Nofialdi, N. (2017). Metode Pembelajaran Yang Digunakan Paud (Pendidikan Anak Usia Dini) Permata Bunda. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal, 4(1), 44. https://doi.org/10.21043/thufula.v4i1.2010 Sudono, A. (2000). Sumber belajar dan alat permainan untuk pendidikan anak usia dini. Grasindo. Sumardi, S., Rahman, T., & Gustini, I. S. (2017). Peningkatan Kemampuan Anak Usia Dini Mengenal Lambang Bilangan Melalui Media Playdough. Jurnal Paud Agapedia, 1(2), 190–202. https://doi.org/10.17509/jpa.v1i2.9359 Supriaji, U., & Soliyah, S. (2021). Upaya Meningkatkan Kemampuan Mengenal Angka Melalui Pendekatan Realistik Matematik Education ( Rme ) Pada Anak Usia 5-6. Jurnal Kridatama Sains Dan Teknologi, 03(01), 1–12. Suseno, P. U., Ismail, Y., & Ismail, S. (2020). Pengembangan Media Pembelajaran Matematika Video Interaktif berbasis Multimedia. Jambura Journal of Mathematics Education, 1(2), 59–74. https://doi.org/10.34312/jmathedu.v1i2.7272 Sutama, I. W., Astuti, W., Pramono, P., Ghofur, M. A., N., D. E., & Sangadah, L. (2021). Pengembangan E-Modul “Bagaimana Merancang dan Melaksanakan Pembelajaran untuk Memicu HOTS Anak Usia Dini melalui Open Ended Play” Berbasis Ncesoft Flip Book Maker. SELING: Jurnal Program Studi PGRA, 7(1), 91–101. http://www.jurnal.stitnualhikmah.ac.id/index.php/seling/article/view/736 Syah, M. (2003). Pendekatan pembelajaran Pendidikan Matematika. Remaja Rosdakarya. Taman, D. I., Cimahi, K. K., Masa, P., & Covid, P. (2020). Jurnal tunas siliwangi. 6(2), 51–62. Utami, N. R., & Warmansyah, J. (2019). Cerita gambar berseri untuk meningkatkan hasil belajar sains di lembaga paud Yogyakarta. Jurnal Tunas Cendekia, 2(2), 89–100. Utami, R. W., Endaryono, B. T., & Djuhartono, T. (2020). Meningkatkan Kemampuan Berpikir Kreatif Matematis Siswa Melalui Pendekatan Open-Ended. Faktor : Jurnal Ilmiah Kependidikan, 7(1). https://doi.org/http://dx.doi.org/10.30998/fjik.v7i1.5328 Utami, S. Y., Muawwanah, U., & Moha, L. (2023). Implementation of Loose Part Media to Increase Creativity in Early Childhood. Indonesian Journal of Early Childhood Educational Research, 1(2), 87–96. https://doi.org/10.31958/ijecer.v1i2.8157 Utoyo, S., & Arifin, I. N. (2017). Model Permainan Kinestetik Untuk Meningkatkan Kemampuan Matematika Awal Pada Anak Usia Dini. JPUD - Jurnal Pendidikan Usia Dini, 11(2), 323–332. https://doi.org/10.21009/JPUD.112.10 Van Herwegen, J., Costa, H. M., Nicholson, B., & Donlan, C. (2018). Improving number abilities in low achieving preschoolers: Symbolic versus non-symbolic training programs. Research in Developmental Disabilities, 77, 1–11. https://doi.org/10.1016/j.ridd.2018.03.011 Warmansyah, J., Sari, R. N., Febriyani, E., & Mardiah, A. (2022). The Effect of Geoquarium Magic Educational Game Tool on The Ability to Recognize Geometry Shapes in Children 4-5 Years Old. The 6th Annual Conference on Islamic Early Childhood Education, 2017, 93–100. Warmansyah, J., Zulhendri, Z., & Amalina, A. (2021). The Effectiveness of Lore Traditional Games Towards The Ability to Recognize The Concept of Numbers on Early Childhood. Ta’dib, 24(2), 79. https://doi.org/10.31958/jt.v24i2.2685 Weller, S. C., Vickers, B., Bernard, H. R., Blackburn, A. M., Borgatti, S., Gravlee, C. C., & Johnson, J. C. (2018). Open-ended interview questions and saturation. 1–18. Widyastuti, N. S., & Pujiastuti, P. (2014). Pengaruh Pendidikan Matematika Realistik Indonesia (PMRI) Terhadap Pemahaman Konsep Dan Berpikir Logis Siswa. Jurnal Prima Edukasia, 2(2), 183. https://doi.org/10.21831/jpe.v2i2.2718 Wijaya, A. (2011). Pendidikan Matematika Realistik Suatu Alternatif Pendekatan Pembelajaran Matematika. Graha Ilmu. Wulandani, C., Afina Putri, M., Indah Pratiwi, R., & Sulong, K. (2022). Implementing Project-Based Steam Instructional Approach in Early Childhood Education in 5.0 Industrial Revolution Era. Indonesian Journal of Early Childhood Educational Research (IJECER), 1(1), 29–37. https://doi.org/10.31958/ijecer.v1i1.5819 Wulandari, N. P. R., Dantes, N., & Antara, P. A. (2020). Pendekatan Pendidikan Matematika Realistik Berbasis Open Ended Terhadap Kemampuan Pemecahan Masalah Matematika Siswa. Jurnal Ilmiah Sekolah Dasar, 4(2), 131. https://doi.org/10.23887/jisd.v4i2.25103 Yanti, D., Widada, W., & Zamzaili. (2018). Kemampuan Pemecahan Masalah Open Ended Peserta Didik Sekolah Negeri Dan Swasta Dalam Pembelajaran Matematika Realistik Berorientasi Etnomatematika Bengkulu. Jurnal Pendidikan Matematika Raflesia, 3(1), 203–209. https://doi.org/https://doi.org/10.31186/jpmr.v3i1.6284 Yilmaz, Z. (2017). Young Children s Number Sense Development : Age-Related Complexity across Cases of Three Children. 9(June), 891–902. Zhou, N., & Yadav, A. (2017). Effects of multimedia story reading and questioning on preschoolers’ vocabulary learning, story comprehension, and reading engagement. Educational Technology Research and Development. https://doi.org/10.1007/s11423-017-9533-2 Zulkarnain, I., & Amalia Sari, N. (2016). Model Penemuan Terbimbing dengan Teknik Mind Mapping untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa SMP. EDU-MAT: Jurnal Pendidikan Matematika, 2(2), 240–249. https://doi.org/10.20527/edumat.v2i2.619

Epistemic Curiosity Scale for Young Children: A Scale Adaptation to Turkish

Article

Apr 2023

Modern Artificial Neural Networks: Is Evolution Cleverer?

Article

Full-text available

Apr 2023
NEURAL COMPUT

Machine learning tools, particularly artificial neural networks (ANN), have become ubiquitous in many scientific disciplines, and machine learning-based techniques flourish not only because of the expanding computational power and the increasing availability of labeled data sets but also because of the increasingly powerful training algorithms and refined topologies of ANN. Some refined topologies were initially motivated by neuronal network architectures found in the brain, such as convolutional ANN. Later topologies of neuronal networks departed from the biological substrate and began to be developed independently as the biological processing units are not well understood or are not transferable to in silico architectures. In the field of neuroscience, the advent of multichannel recordings has enabled recording the activity of many neurons simultaneously and characterizing complex network activity in biological neural networks (BNN). The unique opportunity to compare large neuronal network topologies, processing, and learning strategies with those that have been developed in state-of-the-art ANN has become a reality. The aim of this review is to introduce certain basic concepts of modern ANN, corresponding training algorithms, and biological counterparts. The selection of these modern ANN is prone to be biased (e.g., spiking neural networks are excluded) but may be sufficient for a concise overview.

Integrating lines of research on children's curiosity-driven learning

Article

Jan 2025
J EXP CHILD PSYCHOL

Observers of the world: Primary grade students imagining solutions for broken environmental and social systems

Article

Dec 2024

Systems thinking is a holistic framework recognizing the natural and human worlds as interconnected and interdependent. A systems thinking perspective using multimodal literacies can help children address current environmental, social, and economic problems. This qualitative case study captures the possibilities for young children’s expansive and sustained critical thinking across content areas. We asked how do teachers and students in a K-1 classroom apply a systems thinking view of the world’s interconnectedness using multimodal literacy practices to analyze problematic social and ecological issues? During a one-year period, data collection included classroom observations, photographs, student artifacts, and interviews with teachers and students analyzed through distinctions, systems, relationships, and perspectives (Cabrera and Colosi, 2008). We found that students made connections and explored relationships within and across complex systems, imagined solutions to broken systems, and developed as change agents. This article captures children’s ability to be agentive when facing “wicked problems.” These findings demonstrate the capacity of young children to make connections, see relationships, and wrestle with complex social and environmental issues as they develop imaginative solutions.

Inquiry for Meaningful Learning

Chapter

Dec 2024

Dagmara Sokolowska

Student-generated questions: An exploration of an instructional strategy with young children

Article

Sep 2024
Think Skills Creativ

Reading Motivation and Engagement among Grade IV Learners of Opol West District Schools

Article

Full-text available

Aug 2024

Reading motivation and engagement are crucial factors for developing good literacy skills and fostering a love for reading. This study was conducted to determine the reading motivation and engagement among Grade IV learners. Specifically, sought to answer the level of reading motivation regarding reading efficacy, reading challenge, reading curiosity, aesthetic enjoyment for reading, reading recognition, and reading competition, as well as level of reading engagement in terms of behavioral, affective, cognitive, and social; and the significant relationship between the learners' reading motivation and engagement. In this study the respondents were one hundred sixty-one (161) Grade IV learners of Opol West Districts Schools, Misamis Oriental for the School Year 2023-2024 with a margin of error of 7% using a Slovin’s formula. This study used a patterned and modified questionnaires and employed descriptive design method and simple random sampling to get the appropriate number of respondents in every school. Statistical tools such as means, standard deviation, and Pearson-r were applied to interpret the data on the level and significant relationship between learners reading motivation and engagement. Findings of the study revealed that the respondents have a very high level of reading motivation and high level of reading engagement. There is a positive significant relationship between learners reading motivation and engagement. The study concludes that learners like to challenge themselves to think hard if there were difficult questions and they are proactive in seeking out of meanings of unfamiliar words in books. It recommends that to create a quarterly reading competition activity for learners, assist learners' academic and personal development by encouraging them to participate in regular reading activities and giving them access to a variety of interesting reading materials, and learners need push themselves to read more books and materials, and join book clubs or discussion groups. It is important to emphasize the reading motivation and engagement for educational improvement as it illuminates the current state of learners reading deficiency.

Parental Psychological Control and Children’s Curiosity and Academic Self-Concept

Article

Aug 2024

Curiosity and academic self-concept are essential factors in the process of learning, and relationships with parents have been suggested to be a critical element in nurturing children’s curiosity and academic self-concept. The current study examined the contribution of parents’ psychological control (PPC) to their children’s curiosity (both interest- and deprivation-type) and academic self-concept in a sample of 159 Israeli triads of elementary school-age children, their mothers, and their fathers. The results revealed negative associations between parents’ dependency- and achievement-oriented psychological control and children’s curiosity and academic concept. Fathers reported higher levels of achievement-oriented PPC than did mothers, and mothers’ PPC negatively contributed to children’s perceived openness. Implications for the learning process, as well as suggestions for professionals working in the school system, are discussed.

Mathematical curiosity as means for the developing of mathematical proficiency in a wide range of students.

Conference Paper

Full-text available

Jul 2023

Thius document includes a collection of the position documents presented at the International Workshop of Israel Science foundation. https://curiosity-isf.edu.haifa.ac.il/

What American children's museum mission statements say about Lifelong Competencies

Article

Feb 2024

Kathleen Kupiec

Children's museums are a distinct type of museum—one particularly poised to engage and support the development of Lifelong Competencies that will help children live into their own successful and fulfilling futures. Understudied in the children's museum, which one(s) they prioritize is largely unknown, and, thus, so is their optimization. This work draws upon the important communication tool of institutional mission statements. Frequency analysis of the terms in 321 American children's museum mission statements (Study A) identified that children's museums prioritize the Lifelong Competencies of creativity and curiosity. Thematic analysis of the 119 mission statements that included these terms (Study B) indicated that children's museums' intended practice for achieving creativity and curiosity is through experiences, environments, and play with a focus on hands‐on and interactive elements, family‐friendly features, eliciting a positive affect, and experiences that are educational and innovative. Furthermore, creativity and curiosity are primarily valued as mediators toward learning.

NURTURING YOUNG MINDS: Strategies for Early Childhood Education

Book

Full-text available

May 2024

Kajal Dipen Chheda

Human interactions are essential for promoting healthy development, and a child's future academic and personal success is greatly influenced by the pleasant relationships they have throughout their early years. These early connections foster empathy and understanding while imparting ideals of sharing and collaboration. The importance of these early interactions in a child's early learning and development is becoming more widely acknowledged. While ensuring a nurturing environment for children, parents and caregivers also need to be alert to signs that indicate impaired socio-emotional development. These signs include the following: exhibiting heightened irritability or anxiety, demonstrating limited or inappropriate expression of emotions, showing little interest or curiosity towards people or toys, exhibiting reluctance to explore the surrounding environment, frequently displaying feelings of melancholy and withdrawal, demonstrating impulsive or aggressive behaviour that is inappropriate, experiences of persistent fears that are unresponsive to reassurance, frequently suffering from episodes of night terrors, displaying frequent and intense tantrums, struggling with significant delays in language development and, and demonstrating an unusual fixation on orderliness or cleanliness.

EXPRESS: Uncertain World: How Children's Curiosity and Intolerance of Uncertainty Relate to their Behaviour and Emotion under Uncertainty

Article

Apr 2024
Q J EXP PSYCHOL

Curiosity and intolerance of uncertainty (IU) are both thought to drive information seeking but may have different affective profiles; curiosity is often associated with positive affective responses to uncertainty and improved learning outcomes, whereas IU is associated with negative affective responses and anxiety. Curiosity and IU have not previously been examined together in children but may both play an important role in understanding how children respond to uncertainty. Our research aimed to examine how individual differences in parent-reported curiosity and IU were associated with behavioural and emotional responses to uncertainty. Children aged 8 to 12 ( n = 133) completed a game in which they were presented with an array of buttons on the screen that, when clicked, played neutral or aversive sounds. Children pressed buttons (information seeking) and rated their emotions and worry under conditions of high and low uncertainty. Facial expressions were also monitored for affective responses. Analyses revealed that children sought more information under high uncertainty than low uncertainty trials and that more curious children reported feeling happier. Contrary to expectations, IU and curiosity were not related to the number of buttons children pressed, nor to their self-reported emotion or worry. However, exploratory analyses suggest that children who are high in IU may engage in more information seeking that reflects checking or safety-seeking than those who are low in IU. In addition, our findings suggest that there may be age-related change in the effects of IU on worry, with IU more strongly related to worry in uncertain situations for older children than younger children.

Nurturing Childhood Curiosity to Enhance Learning: Evidence from a Randomized Pedagogical Intervention

Article

Apr 2024

We evaluate a pedagogical intervention aimed at improving learning in elementary school children by fostering their curiosity. We test the effectiveness of the pedagogy using achievement scores and a novel measure of curiosity. The latter involves creating a sense of information deprivation and quantifying the urge to acquire information and retention ability. The intervention increases curiosity, knowledge retention, and science test scores, with the effects persisting into middle school years. It also leads to more information sharing and peer learning in the classroom. The evidence can help design better pedagogical tools to increase pupil engagement and the quality of learning. (JEL D83, I21, I26, J13, O15)

Undergraduate Research as a Tool for Building Entrepreneurial Mindset in Engineering Students

Conference Paper

Jun 2023

Unravelling the impact of Perceived Parental Styles on Curiosity and Exploration

Article

Dec 2023

This study was aimed at investigating the role of perceived parenting styles in predicting curiosity and exploration among university students. It is obvious that personality, behavioral and cognitive characteristics of human are affected by parents and it seems that parenting styles that parents use in rearing their children affect their personality and cognitive characteristics. Data were collected from Bahauddin Zakariya University Multan, Pakistan. Sample of 171 students were selected through convenient sampling. Two research instruments were used to measure the variables. Findings of the study reveal that permissive and authoritative parenting styles are the significant positive predictors of curiosity and exploration among students. Moreover, there is positive correlation among these constructs. Furthermore, results indicate that there is no significant impact of authoritarian parental style in predicting curiosity and exploration. In addition, there was no statistically significant difference of curiosity and exploration between male and female students. In the light of study, parents need to practice the health parenting styles to nourish their children.

Erken çocukluk eğitiminin çocukların matematik becerilerinin gelişimi üzerindeki etkisi: Boylamsal bir meta-analizi ve inceleme

Thesis

Full-text available

Dec 2023

Beyza Özkan

Eğitim araştırmacıları tarafından yapılan çalışmalar neticesinde, erken çocukluk eğitimi ve bakımının çocukların bilişsel gelişimlerini destekleyici faydalı etkileri olduğu üzerine güçlü bir fikir birliği oluşmuştur. Bu nedenle, tüm çocukların erken eğitime ulaşması fikri gelişmiş ve gelişmekte olan ülkelerde genel kabul görmeye başlamış bir amaçtır. Fakat erken eğitimin olumlu etkilerinin kalıcı olup olmadığı konusunda aynı fikir birliğinden söz etmek güçtür. Bu çalışmanın temel amacı, erken çocukluk eğitiminin çocukların matematik becerileri üzerindeki etkilerinin kısa ve orta vadede kalıcı olup olmadığının incelenmesidir. Erken eğitimin çocukların matematik becerileri üzerinde devam eden etkilerine ilişkin birbiriyle çelişen bulgular, meta analiz yöntemi kullanılarak bir araya getirilmiştir. Üç temel araştırma sorusu doğrultusunda toplamda 20 çalışmadan 48.656 çocuğun verileri ile elde edilen etki büyüklükleri ile beş farklı meta analiz gerçekleştirilmiştir. Erken çocukluk eğitimi ve bakımı (EÇEB) deneyimine sahip olmanın çocukların altıncı sınıf matematik sonuçları üzerinde devam eden etkisinin oldukça sınırlı (d=0,18) olduğu görülmüştür. Hem inceleme bölümünün bulguları hem de bu sınırlı meta analitik etki, EÇEB deneyimi etkilerinin sönme eğiliminde olduğuna işaret etmektedir. Ana sınıfına öncesinde EÇEB deneyimi ile başlamanın ana sınıfı matematik becerileri üzerinde olgunlaşma ve öğretmen etkilerinin ötesinde pozitif bir etkisinin olduğu (d=0,4) ancak daha uzun süre EÇEB'e devam etmenin sağladığı bu avantajın ilkokul birinci sınıfta hızla azaldığı (d=0,13) ortaya çıkmıştır. Gerçekleştirilen son iki meta analizden elde edilen etki büyüklükleri, erken eğitime devam eden çocukların ana sınıfı matematik becerileri ile ilkokul birinci (r=0,68) ve ikinci sınıf (r=0,63) matematik başarılarının yüksek düzeyde ilişkili olduğunu göstermiştir. Okul öncesi dönemden ilkokula geçiş sürecinde bireysel başarı farklılıklarının kalıcılığına dikkat çeken bu meta analitik etki büyüklükleri göz önünde bulundurularak değerlendirmeler yapılmıştır. Yapılan değerlendirmeler sonucunda ilk üç analizde görülen sönme olgusunun olası nedenleri tartışılmıştır ve elde edilen bulgular bir nedensel çerçeve kullanılarak açıklanmıştır. Anahtar Kelimeler: Erken Çocukluk Eğitimi ve Bakımı, Matematik Becerileri, Meta Analiz

Type 6 Research: Construction of Cultural Provisions and Interventions

Chapter

Nov 2023

Dai David

TD is inherently a cultural phenomenon, shaped by the intricate interplay of genetic predispositions, sociocultural experiences, and environmental influences. Within the context of individual development, cultural provisions and interventions constitute an integral component of TD. Cultural provisions and interventions are viewed as developmentally responsive when they address developmental needs and goals in a timely, proactive fashion, strategically positioned within specific TD contexts to accommodate diverse needs and challenges encountered by individuals during distinct developmental processes and phases. Recent research spanning the decade from 2010 to 2020 shows some degrees of alignment with the imperative of developmental responsive characteristic of the provisions/interventions research. It emphasizes the role of these provisions and interventions in initiating and sustaining TD, fostering positive talent growth trajectories. Nevertheless, there is a compelling call for a more systematic and programmatic research approach, one that pursues a specific line of inquiry on provisions and interventions across time, to comprehensively address this multifaceted category of TD research.

Curiosity-Driven, Inquiry-Based Science Projects Bridge Face-to-Face and Online Learning Formats During COVID-19: A Teacher's Community of Inquiry

Article

Full-text available

Oct 2023

This paper is a report on a year-long action research project with a Community of Inquiry where a group of teachers from across primary, secondary, and tertiary contexts were developing and implementing student-centered, curiosity-driven, inquiry-based science projects to bridge face-to-face and online learning contexts and support their students' engagement in learning during the COVID-19 pandemic. We followed the teachers through two research cycles to investigate their driving question: "How can we best support our students' learning in blended learning environments through Curiosity-Driven, Inquiry-Based Science Education?" We report on their ideas, successes, and challenges as they created and implemented eighteen projects. In the first cycle of inquiry in fall 2020, the teachers met online to discuss plans, they implemented their plans with their classes, and they met online to reflect on their projects and share resources. In the second cycle of inquiry in spring 2021, the teachers met online again for further planning, implementation, and reflection. We recorded all online meetings, collected resources that teachers shared, and conducted thematic analysis. Findings indicated the primary focus for the teachers were: which education technology methods to use; the importance of supporting their students' voices to discuss their work at all stages of their projects; coming up with appropriate means of assessment of their students' projects; supporting their students in their developing research and problem-solving skills; and supporting their students to reflect on their learning. This study is significant because it demonstrates the creativity and innovation of a group of teachers in their efforts to support their students' engagement and learning through

Play and Scientific Creativity: A Critical Review and an Integrative Theoretical Framework

Article

Full-text available

Jun 2023
J CREATIVE BEHAV

Xiangyou Shen

Emerging empirical evidence supports play's potential to stimulate and foster scientific creativity. Focusing on how play relates to scientific creativity in adulthood, this review synthesizes the current state of knowledge in four areas: the play element in scientific research, the playfulness of scientists, mechanisms through which play affects scientific creativity, and environmental factors key to the play-to-create process in scientists' work. The review highlights several limitations hindering further research development in this area. Specifically, existing studies: (a) are largely qualitative and focus on descriptive analysis of the forms and/or select aspects of play, (b) do not sufficiently consider the unique characteristics and processes of scientific research, and (c) decontextualize the creative process by separating the player-creator from the environment. Building on this analysis, the author clarifies the conceptualization of play, playfulness, and scientific creativity, differentiates between creative and recreative play in relation to core scientific activities, and identifies useful conceptual and measurement tools to facilitate future domain-specific empirical studies of play and scientific creativity. Collectively, these insights advance a new integrative theoretical framework—the play-to-create model—to encourage and guide systematic and contextualized investigations of how play, playfulness, creative processes, and the environment interact to generate creative scientific outcomes.

Curiosity in classrooms: An examination of curiosity promotion and suppression in preschool math and science classrooms

Article

May 2023
Think Skills Creativ

The Scientific Curiosity of Preservice Elementary Teachers and Confidence for Teaching Specific Science Topics

Article

Full-text available

Mar 2023

This study explored whether, and how, preservice elementary teachers’ scientific curiosity related to their confidence for science teaching. A group of 29 preservice, elementary teachers in the U.S. engaged in a curiosity journaling strategy across a 16-week scientific inquiry course. Their expressions of curiosity were coded using Luce and Hsi’s framework of curiosity. Whether expressions of curiosity related to their confidence for teaching associated science topics was examined statistically. In addition, the categories of their curiosity were coded and are described across eight journal entries. The nature of the relationship between scientific curiosity and science teaching confidence, as well as the nature of the curiosity they expressed, are described. Generally, curiosity about specific scientific phenomena and changes in confidence for teaching those topics did not relate to one another. Relationships did emerge, however, among categories of curiosity and participants’ confidence for teaching seven specific science topics.

Genetically-Mediated Associations Between Measures of Childhood Character and Academic Achievement

Article

Full-text available

Jun 2016

Researchers and the general public have become increasingly intrigued by the roles that systematic tendencies toward thinking, feeling, and behaving might play in academic achievement. Some measures of constructs belonging to this group have been well studied in genetics and psychometrics, while much less is known about measures of other such constructs. The current study focuses on 7 character traits prominently featured in influential intervention-oriented and/or socialization theories of academic achievement: grit, intellectual curiosity, intellectual self-concept, mastery orientation, educational value, intelligence mindset, and test motivation. In a population-based sample of 811 school-aged twins and triplets from the Texas Twin Project, we tested (a) how each measure relates to indices of the Big Five personality traits, (b) how the measures relate to one another, (c) the extent to which each measure is associated with genetic and environmental influences and whether such influences operate through common dimensions of individual differences, and (d) the extent to which genetic and environmental factors mediate the relations between fluid intelligence, character measures, verbal knowledge, and academic achievement. We find moderate relations among the measures that can be captured by a highly heritable common dimension representing a mixture of Openness and Conscientiousness. Moreover, genetically influenced variance in the character measures is associated with multiple measures of verbal knowledge and academic achievement, even after controlling for fluid intelligence. In contrast, environmentally influenced variance in character is largely unrelated to knowledge and achievement outcomes. We propose that character measures popularly used in education may be best conceptualized as indexing facets of personality that are of particular relevance to academic achievement. (PsycINFO Database Record

The Psychology and Neuroscience of Curiosity

Article

Full-text available

Nov 2015

Curiosity is a basic element of our cognition, but its biological function, mechanisms, and neural underpinning remain poorly understood. It is nonetheless a motivator for learning, influential in decision-making, and crucial for healthy development. One factor limiting our understanding of it is the lack of a widely agreed upon delineation of what is and is not curiosity. Another factor is the dearth of standardized laboratory tasks that manipulate curiosity in the lab. Despite these barriers, recent years have seen a major growth of interest in both the neuroscience and psychology of curiosity. In this Perspective, we advocate for the importance of the field, provide a selective overview of its current state, and describe tasks that are used to study curiosity and information-seeking. We propose that, rather than worry about defining curiosity, it is more helpful to consider the motivations for information-seeking behavior and to study it in its ethological context.

Motives emanating from personality associated with achievement in a Finnish senior high school: Physical activity, curiosity, and family motives

Article

Full-text available

Mar 2015

Numerous studies indicate that intrinsic motivation predicts academic achievement. However, relatively few have examined various subtypes of intrinsic motivation that predict overall achievement, such as motivation for exercise and physical activity. Based upon the 16 basic desires theory of personality, the current study examined the motives of 178 senior high school (gymnasium) students (mean age = 17.6, range = 16-20) from Finland, using the Reiss School Motivation Profile. In structural equation models that controlled for gender and age, intellectual curiosity was positively associated with achievement, whereas the family motive was negatively associated with achievement. Boys had a higher intellectual curiosity and a lower family motive than girls. The physical activity motive had a significant negative interaction with intellectual curiosity, such that youth with higher intellectual curiosity had the strongest achievement when their physical activity motive was lower. This suggests that adolescents with a strong desire for exercise may have some difficulty in selective high schools that require rigorous study and long hours of sitting, even when they enjoy learning. Implications for motivational theory, education research, physical education for promoting fitness, and school psychology practice are discussed.

Cognitive Ability at Kindergarten Entry and Socioeconomic Status

Article

Full-text available

Jan 2015

To examine how gradients in socioeconomic status (SES) impact US children's reading and math ability at kindergarten entry and determine the contributions of family background, health, home learning, parenting, and early education factors to those gradients. Analysis of 6600 children with cognitive assessments at kindergarten entry from the US Early Childhood Longitudinal Birth Cohort Study. A composite SES measure based on parent's occupation, education, and income was divided into quintiles. Wald F tests assessed bivariate associations between SES and child's cognitive ability and candidate explanatory variables. A decomposition methodology examined mediators of early cognitive gradients. Average reading percentile rankings increased from 34 to 67 across SES quintiles and math from 33 to 70. Children in lower SES quintiles had younger mothers, less frequent parent reading, less home computer use (27%-84%), and fewer books at home (26-114). Parent's supportive interactions, expectations for their child to earn a college degree (57%-96%), and child's preschool attendance (64%-89%) increased across quintiles. Candidate explanatory factors explained just over half the gradients, with family background factors explaining 8% to 13%, health factors 4% to 6%, home learning environment 18%, parenting style/beliefs 14% to 15%, and early education 6% to 7% of the gaps between the lowest versus highest quintiles in reading and math. Steep social gradients in cognitive outcomes at kindergarten are due to many factors. Findings suggest policies targeting levels of socioeconomic inequality and a range of early childhood interventions are needed to address these disparities. Copyright © 2015 by the American Academy of Pediatrics.

When Do Socioeconomic Resources Matter Most in Early Childhood?

Article

Full-text available

Jun 2014
Adv Life Course Res

Research has established the importance of early socioeconomic advantage and disadvantage for understanding later life outcomes, but less is known about change in the relationship between socioeconomic status (SES) and child development within the period of early childhood. Competing hypotheses drawn from the literature posited: (1) a stable SES-development relationship, (2) a stronger relationship in infancy than at older ages, and (3) a stronger relationship at school entry than at younger ages. Using the nationally representative Early Childhood Longitudinal Study-Birth Cohort (2001–2007), we followed 8600 children from infancy through kindergarten entry to model change over time in the relationship between socioeconomic status and cognitive and behavioral development. The unexpected main finding was that the relationships between three socioeconomic measures (household income, assets, and maternal educational attainment) strengthened from infancy through age 4 or 4½, then weakened slightly until the start of kindergarten. Indirect evidence suggested preschool education as one possible explanation. We argue for researchers to expand the school transition concept to include the now widespread prekindergarten year, as well as for attention to psychological and physiological developmental factors that may shape the relationship between SES and cognitive and behavioral development throughout early childhood.

An Ecological Perspective on the Transition to Kindergarten: A Theoretical Framework to Guide Empirical Research

Article

Full-text available

Sep 2000
J APPL DEV PSYCHOL

This paper presents a dynamic, ecologically informed approach to conceptualizing and studying the transition to formal schooling. This perspective acknowledges that early school transitions play an important role in later school success; theorizes that a full understanding of child competence must examine the influence of the relationships among child characteristics and home, school, peer, family, and neighborhood contexts; and, most importantly, examines how these relationships change over time. This approach recommends that future policy, practice, and research be based on the following three premises. First, the transition to school must be conceptualized in terms of relationships between children and their surrounding contexts, such as schools, peers, families, and neighborhoods. Second, the measurement of children's readiness for school must acknowledge the combined influence of school, home, peers, and neighborhood contexts, the relationship among such contexts, and their direct and indirect effects on children. Third, and most specific to this paper, the examination of this transition period must address how contexts and relationships change over time, and how change and stability in these relationships form key aspects of children's transition to school. Ultimately, research informed by these principles may advise policy and practice on transition to school in normative and high-risk populations.

Curiosity and the pleasures of learning: Wanting and liking new information

Article

Full-text available

Sep 2005

Jordan A. Litman

This paper proposes a new theoretical model of curiosity that incorporates the neuroscience of “wanting” and “liking”, which are two systems hypothesised to underlie motivation and affective experience for a broad class of appetites. In developing the new model, the paper discusses empirical and theoretical limitations inherent to drive and optimal arousal theories of curiosity, and evaluates these models in relation to Litman and Jimerson's (2004) recently developed interest-deprivation (I/D) theory of curiosity. A detailed discussion of the I/D model and its relationship to the neuroscience of wanting and liking is provided, and an integrative I/D/wanting-liking model is proposed, with the aim of clarifying the complex nature of curiosity as an emotional-motivational state, and to shed light on the different ways in which acquiring knowledge can be pleasurable.

Gestational Age and Cognitive Ability in Early Childhood: a Population-based Cohort Study

Article

Full-text available

Jul 2013
PAEDIATR PERINAT EP

Recent studies suggest that children born at late preterm (34-36 weeks gestation) and early term (37-38 weeks) may have poorer developmental outcomes than children born at full term (39-41 weeks). We examined how gestational age is related to cognitive ability in early childhood using the UK Millennium Cohort Study. Cognitive development was assessed using Bracken School Readiness Assessment at age 3 years, British Ability Scales II at ages 3, 5 and 7 years and Progress in Mathematics at age 7 years. Sample size varied according to outcome between 12 163 and 14 027. Each gestational age group was compared with the full-term group using differences in z-scores and risk ratios for scoring more than -1 SD below the mean. Children born at <32 weeks gestation scored lower (P < 0.05) than the full-term group on all scales with unadjusted z-score differences ranging between -0.8 to -0.2 SD. In all groups, there was an increased risk (P < 0.05) of scoring less than -1 SD below the mean compared with the full-term group for some of the tests: those born at < 32 weeks had a 40-140% increased risk in seven tests, those born at 32-33 weeks had a 60-80% increased risk in three tests, those born at 34-36 weeks had a 30-40% increased risk in three tests, and those born at 37-38 weeks had a 20% increased risk in two tests. Cognitive ability is related to the entire range of gestational age, including children born at 34-36 and 37-38 weeks gestation.

Facilitating Curiosity: A Social and Self-Regulatory Perspective for Scientifically Based Interventions

Chapter

Full-text available

Jan 2004

The Concept of CuriosityA Framework for Factors that Support CuriosityElaborating the Framework for Curiosity Supportive FactorsCuriosity InterventionsConclusion

Curiosity and Interest: The Benefits of Thriving on Novelty and Challenge

Chapter

Full-text available

Jan 2009

An imbalance exists between the role of curiosity as a motivational force in nearly all human endeavors and the lack of scientific attention given to the topic. In recent years, however, there has been a proliferation of concepts that capture the essence of curiosity-recognizing, seeking out, and showing a preference for the new. In this chapter, we combine this work to address the nature of curiosity, where it fits in the larger scheme of positive emotions, the advantages of being curious in social relationships, links between curiosity and elements of well-being, and how it has been used in interventions to improve people's quality of life. Our emphasis is on methodologically sophisticated findings that show how curiosity operates in the laboratory and everyday life, and how, under certain conditions, curiosity can be a profound source of strength or a liability. People who are regularly curious and willing to embrace the novelty, uncertainty, and challenges that are inevitable as we navigate the shoals of everyday life are at an advantage in creating a fulfilling existence compared with their less curious peers. Our brief review is designed to bring further attention to this neglected, underappreciated, human universal.

Effortful control: Relations with emotion regulation, adjustment, and socialization in childhood

Article

Full-text available

Jan 2004

In this chapter, we discuss the construct of effortful control and review literature relevant to its development and significance for optimal development in childhood. After considering its definition and links of the construct to that of emotion-related regulation, we review literature on the emergence of effortful control in childhood and its relations to constructs such as emotionality, compliance, delay of gratification, moral development, empathy, adjustment, social competence, and cognitive and academic performance. Finally, we review literature on the socialization of effortful control, especially in the family. The literature reviewed is consistent with the perspective that effortful control is linked to children's emerging social competence, adjustment, and morality. In addition, although effortful control is based in temperament and has a hereditary basis, environmental influences likely contribute to its development. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

The Psychology of Curiosity: A Review and Reinterpretation

Article

Full-text available

Jul 1994

George Loewenstein

Research on curiosity has undergone 2 waves of intense activity. The 1st, in the 1960s, focused mainly on curiosity's psychological underpinnings. The 2nd, in the 1970s and 1980s, was characterized by attempts to measure curiosity and assess its dimensionality. This article reviews these contributions with a concentration on the 1st wave. It is argued that theoretical accounts of curiosity proposed during the 1st period fell short in 2 areas: They did not offer an adequate explanation for why people voluntarily seek out curiosity, and they failed to delineate situational determinants of curiosity. Furthermore, these accounts did not draw attention to, and thus did not explain, certain salient characteristics of curiosity: its intensity, transience, association with impulsivity, and tendency to disappoint when satisfied. A new account of curiosity is offered that attempts to address these shortcomings. The new account interprets curiosity as a form of cognitively induced deprivation that arises from the perception of a gap in knowledge or understanding. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Social–Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It?

Article

Full-text available

Jan 2006
Early Educ Dev

Susanne Ayers Denham

The overall issue of assessment during early childhood, and its relation to school readiness and other decisions, is currently widely debated. Expanding early childhood education and child care enrollments, better scientific knowledge about early childhood development, and decisions about public spending, necessitate careful consideration of which assessment tools to use, as well as why and when to use them. More specifically, the disconnection between the importance of social and emotional domains of development, and their status within educational programming and assessment, has long been lamented. The last several years have, however, witnessed a blossoming of attention to these areas during early childhood, as crucial for both concurrent and later well-being and mental health, as well as learning and academic success. Teachers view children’s “readiness to learn” and “teachability” as marked by positive emotional expressiveness, enthusiasm, and ability to regulate emotions and behaviors. Based on these assertions, I suggest a battery of preschool social–emotional outcome measures, tapping several constructs central to emotional and social competence theory, specifically emotional expression, emotion regulation, emotion knowledge, social problem solving, and positive and negative social behavior.

Children's Early Approaches to Learning and Academic Trajectories Through Fifth Grade

Article

Full-text available

Sep 2010

Children's early approaches to learning (ATL) enhance their adaptation to the demands they experience with the start of formal schooling. The current study uses individual growth modeling to investigate whether children's early ATL, which includes persistence, emotion regulation, and attentiveness, explain individual differences in their academic trajectories during elementary school. Using data from the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K), the present investigation examined the association between ATL at kindergarten entry and trajectories of reading and math achievement across 6 waves of data from kindergarten, 1st, 3rd, and 5th grade (n = 10,666). The current study found a positive link between early ATL and individual trajectories of reading and math performance. Overall, children's early ATL was equally beneficial for children regardless of their race/ethnicity and dimensions of their socioeconomic background. However, links between early ATL and academic trajectories differed by their gender and initial levels of math and reading achievement.

The Impact of Low Birth Weight, Perinatal Conditions, and Sociodemographic Factors on Educational Outcome in Kindergarten

Article

Full-text available

Dec 1999
Pediatrics

To assess the relative effects and the impact of perinatal and sociodemographic risk factors on long-term morbidity within a total birth population in Florida. School records for 339 171 children entering kindergarten in Florida public schools in the 1992-1993, 1993-1994, or 1994-1995 academic years were matched with Florida birth records from 1985 to 1990. Effects on long-term morbidity were assessed through a multivariate analysis of an educational outcome variable, defined as placement into 9 mutually exclusive categories in kindergarten. Of those categories, 7 were special education (SE) classifications determined by statewide standardized eligibility criteria, 1 was academic problems, and the reference category was regular classroom. Generalized logistic regression was used to simultaneously estimate the odds of placement in SE and academic problems. The impact of all risk factors was assessed via estimated attributable excess/deficit numbers, based on the multivariate analysis. Educational outcome was significantly influenced by both perinatal and sociodemographic factors. Perinatal factors had greater adverse effects on the most severe SE types, with birth weight <1000 g having the greatest effect. Sociodemographic predictors had greater effects on the mild educational disabilities. Because of their greater prevalence, the impact attributable to each of the factors (poverty, male gender, low maternal education, or non-white race) was between 5 and 10 times greater than that of low birth weight and >10 times greater than that of very low birth weight, presence of a congenital anomaly, or prenatal care. Results are consistent with the hypothesis that adverse perinatal conditions result in severe educational disabilities, whereas less severe outcomes are influenced by sociodemographic factors. Overall, sociodemographic factors have a greater total impact on adverse educational outcomes than perinatal factors.

Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten

Article

Full-text available

Mar 2007

This study examined the role of self-regulation in emerging academic ability in one hundred and forty-one 3- to 5-year-old children from low-income homes. Measures of effortful control, false belief understanding, and the inhibitory control and attention-shifting aspects of executive function in preschool were related to measures of math and literacy ability in kindergarten. Results indicated that the various aspects of child self-regulation accounted for unique variance in the academic outcomes independent of general intelligence and that the inhibitory control aspect of executive function was a prominent correlate of both early math and reading ability. Findings suggest that curricula designed to improve self-regulation skills as well as enhance early academic abilities may be most effective in helping children succeed in school.

School Readiness and Later Achievement

Article

Full-text available

Nov 2007

Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds.

The early years - Preschool program improves cognitive control

Article

Full-text available

Dec 2007
SCIENCE

Cognitive control skills important for success in school and life are amenable to improvement in at-risk preschoolers without costly interventions.

School Readiness

Article

Full-text available

May 2008
Pediatrics

Pamela High

School readiness includes the readiness of the individual child, the school's readiness for children, and the ability of the family and community to support optimal early child development. It is the responsibility of schools to be ready for all children at all levels of readiness. Children's readiness for kindergarten should become an outcome measure for community-based programs, rather than an exclusion criterion at the beginning of the formal educational experience. Our new knowledge of early brain and child development has revealed that modifiable factors in a child's early experience can greatly affect that child's learning trajectory. Many US children enter kindergarten with limitations in their social, emotional, cognitive, and physical development that might have been significantly diminished or eliminated through early identification of and attention to child and family needs. Pediatricians have a role in promoting school readiness for all children, beginning at birth, through their practices and advocacy. The American Academy of Pediatrics affords pediatricians many opportunities to promote the physical, social-emotional, and educational health of young children, with other advocacy groups. This technical report supports American Academy of Pediatrics policy statements "Quality Early Education and Child Care From Birth to Kindergarten" and "The Inappropriate Use of School 'Readiness' Tests."

Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure

Article

Full-text available

Feb 2008
DEV PSYCHOPATHOL

This paper examines interrelations between biological and social influences on the development of self-regulation in young children and considers implications of these interrelations for the promotion of self-regulation and positive adaptation to school. Emotional development and processes of emotion regulation are seen as influencing and being influenced by the development of executive cognitive functions, including working memory, inhibitory control, and mental flexibility important for the effortful regulation of attention and behavior. Developing self-regulation is further understood to reflect an emerging balance between processes of emotional arousal and cognitive regulation. Early childhood educational programs that effectively link emotional and motivational arousal with activities designed to exercise and promote executive functions can be effective in enhancing self-regulation, school readiness, and school success.

Fostering and Measuring Skills: Improving Cognitive and Non-Cognitive Skills to Promote Lifetime Success

Article

Jan 2014

Relationship of teachers’ ratings of kindergarteners’ 21st century skills and student performance: WOODS-GROVES and CHOI

Article

Aug 2017

This study investigated the relationship of kindergarten teachers' ratings of their students' 21st century skills (college readiness skills) with students' behavioral and academic performance. Teachers rated the frequency that their students (n = 579) demonstrated persistence, curiosity, affective, and cognitive (e.g., critical thinking) behaviors within their classrooms via the Human Behavior Rating Scale: Brief (HBRS: Brief, a teacher rating scale. The relationship of the HBRS: Brief teachers' ratings was compared with data the school annually collected (behavioral ratings, academic performance, student office discipline referrals [ODRs], and absences). Hierarchical linear modeling indicated that teachers' ratings of students' persistence and cognition behaviors were significantly associated with students' academic performance. Teachers' persistence, curiosity, and externalizing affect ratings were predictive of behavioral ratings and teachers' externalizing affect ratings were significantly associated with ODRs. The results support the efficacy of investigating teacher perceptions of students' 21st century skills with kindergarteners.

Fostering and Measuring Skills: Interventions that Improve Character and Cognition

Article

Jan 2014

Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment

Article

Jan 2015
EARLY CHILD RES Q

Early Childhood Longitudinal-Birth Cohort data were used to examine the extent to which preschool and kindergarten teachers aligned in their beliefs regarding the importance of school competencies at kindergarten entry, whether misalignment in beliefs predicted academic and sociobehavioral adjustment in kindergarten, and if relations were moderated by children's socioeconomic status. Preschool and kindergarten teachers rated the importance of 12 skills categorized into domains of academic, self-regulatory, and interpersonal competence. In the fall of kindergarten, children were directly assessed on reading and math skills, and kindergarten teachers rated children's approaches to learning, disruptive behavior, and social behavior. Findings revealed (a) misalignment was greatest for teachers’ beliefs about the importance of academic competence (b) greater misalignment in beliefs pertaining to all three domains of competence predicted poorer ratings of approaches to learning, social skills, and lower math achievement, and (c) children from socioeconomically disadvantaged backgrounds were more susceptible to the negative influence of misalignment, across adjustment outcomes, compared to their more-advantaged peers. Results are discussed in relation to efforts aimed at promoting alignment within children's early educational contexts.

The Promotion of Self‐Regulation as a Means of Enhancing School Readiness and Early Achievement in Children at Risk for School Failure

Article

Jun 2012

Abstract— This article reviews the literature on self‐regulation and the development of school readiness and academic competence in early childhood. It focuses on relations between the development of cognitive aspects of regulation—referred to as executive functions and defined as abilities used to regulate information and to organize thinking in goal‐directed activities—and the development of reactivity and regulation in stimulus‐driven emotion, attention, and physiological stress response systems. It examines a bidirectional model of cognition–emotion interaction in the development of self‐regulation in which top‐down executive control of thought and behavior develops in reciprocal and interactive relation to bottom‐up influences of emotion and stress reactivity. The bidirectional model is examined within the context of innovative preschool interventions designed to promote school readiness by promoting the development of self‐regulation.

Curiosity and Interest

Article

Aug 2012

Parental Conceptions of School Readiness: Relation to Ethnicity, Socioeconomic Status, and Children's Skills

Article

Oct 2008

Research Findings: This study analyzed the school readiness beliefs of parents of 452 children from public pre-kindergarten and the relations of these beliefs to socioeconomic status and children's readiness skills. Parents conceived readiness largely in terms of the ability to name objects, letters, or numbers, but few included inferential skills. Readiness beliefs were related not to socioeconomic status but to ethnicity. Readiness beliefs about the importance of independence, social competence, nominal knowledge, and inferential skills were related in expected ways to children's skills. Practice or Policy: Infrequent inclusion of inferential skills among parents' readiness beliefs may not bode well for children. Informational programs for parents about the critical role of higher order cognitive skills and ways to promote them are needed.

Motivational Interviewing and Self?Determination Theory

Article

Sep 2005
J SOC CLIN PSYCHOL

Motivational interviewing has become widely adopted as a counseling style for promoting behavior change; however, as yet it lacks a coherent theoretical framework for understanding its processes and efficacy. This article proposes that self-determination theory (SDT) can offer such a framework. The principles of motivational interviewing and SDT are outlined and the parallels between them are drawn out. We show how both motivational interviewing and SDT are based on the assumption that humans have an innate tendency for personal growth toward psychological integration, and that motivational interviewing provides the social-environmental facilitating factors suggested by SDT to promote this tendency. We propose that adopting an SDT perspective could help in furthering our understanding of the psychological processes involved in motivational interviewing.

Interest and deprivation factors of epistemic curiosity

Article

May 2008
PERS INDIV DIFFER

Jordan A. Litman

The extent to which two measures of epistemic curiosity (EC), the Epistemic Curiosity Scale (ECS; Litman & Spielberger, 2003) and the curiosity as a Feeling-of-Deprivation Scale (CFDS; Litman & Jimerson, 2004), differentiated between interest (I) and deprivation (D) type curiosity was examined in four studies. In studies 1 (N=725) and 2 (N=658), exploratory factor analyses of the ECS and CFDS subscales yielded two factors; the first (I-type) involved pleasure associated with discovering new ideas, while the second (D-type) emphasized spending time and effort to acquire a specific answer or solution. In study 3 (N=762), confirmatory factor analysis demonstrated that a 2-factor model comprised of the I- and D-type curiosity items identified in study 2 had the best fit. In study 4 (N=515), correlations between revised I- and D-type measures and different learning goals were evaluated. As hypothesized, the I-EC scale correlated with mastery-oriented learning, whereas the D-EC scale was related to failure-avoidance and success-orientation. The results suggest that I-EC is concerned with stimulating positive affect, diversive exploration, learning something completely new and mastery-oriented learning; D-EC involves the reduction of uncertainty, specific exploration, acquiring information that is missing from an existing knowledge-set and performance-oriented learning.

Intrinsic Motivation

Book

Jan 1975

Edward L Deci

A DEFINITION OF CURIOSITY, A FACTOR ANALYSIS STUDY

Article

Jan 1967

WALLACE H. MAW

AN INVESTIGATION WAS CONDUCTED TO DETERMINE A DEFINITION OF CURIOSITY THAT WOULD HELP IDENTIFY PERSONALITY PATTERNS OF CHILDREN WHO ARE MOST LIKELY TO BE EITHER HIGH OR LOW IN CURIOSITY. DATA COLLECTED IN EARLIER STUDIES WERE FACTOR ANALYZED TO IDENTIFY THE PERSONAL AND SOCIAL VARIABLES THAT DIFFERENTIATE CHILDREN HIGH IN CURIOSITY FROM THOSE LOW IN CURIOSITY. SEVERAL KINDS OF MEASURING INSTRUMENTS WERE USED TO DETERMINE HIGH AND LOW CURIOSITY BOYS AND HIGH AND LOW CURIOSITY GIRLS, AND TO MEASURE VARIABLES THAT SIGNIFICANTLY DIFFERENTIATE AMONG THOSE GROUPS. THESE MEASURES WERE TEACHER JUDGEMENT OF CURIOSITY, PEER JUDGEMENT OF CURIOSITY, "ABOUT MYSELF" FOR SELF-RATING OF CURIOSITY, LORGE-THORNDIKE INTELLIGENCE TESTS, THE CALIFORNIA TEST OF PERSONALITY, A SOCIAL DISTANCE SCALE CALLED "OTHER PEOPLE TEST," THE BEHAVIOR PREFERENCE RECORD, THE CHILDREN'S PERSONALITY QUESTIONNAIRE, THE WORD ASSOCIATION TEST (CREATIVITY), THE CASSEL GROUP LEVEL OF ASPIRATION TEST, PEER JUDGMENT OF SOCIAL BEHAVIOR, THE INSTITUTE OF CHILD STUDY SECURITY TEST, THE INTOLERANCE OF AMBIGUITY SCALE, THE SOCIAL ATTITUDES SCALE, DESCRIPTIVE WORDS (MORALITY), AND THE SITUATIONAL INTERPRETATION EXPERIMENT. FACTORS IDENTIFIED BY THE ANALYSIS WERE DESCRIBED IN RELATION TO EACH OF THE FOUR GROUPS STUDIED. FROM THE RESULTS, THE AUTHOR CONCLUDED THAT THERE ARE PERSONAL AND SOCIAL FACTORS THAT DIFFERENTIATE THESE FOUR GROUPS, AND THAT, ALTHOUGH CURIOSITY AS A TERM HAD NOT BEEN DEFINED, THE BEHAVIOR OF THOSE WHO SHOW DIFFERENT ASPECTS OF CURIOSITY WAS SET FORTH MORE CLEARLY THAN IT HAD BEEN BEFORE. (AL)

Scientific Thinking in Young Children: Theoretical Advances, Empirical Research, and Policy Implications

Article

Sep 2012
SCIENCE

Alison Gopnik

Kindergarten Scientists Becoming a scientist takes many years of training … or so it seems. It requires learning how to acquire data, to incorporate it into hypotheses, and then to test those hypotheses against newly acquired data; it requires learning how to think critically and to apply statistical analysis. Gopnik (p. 1623 ) reviews recent cognitive development findings that demonstrate how preschoolers act as young scientists in refining their intuitive representations of the world as they explore reality.

Curiosity and the interested explorer

Article

May 1982
Perform Instruct

H. I. Day

The Relationship Between Classroom Motivation and Academic Achievement in Elementary‐School‐Aged Children

Article

Jul 2009

The relationship between motivation and academic success has been better established with older children and adults than with younger children. As part of a larger project, the purpose of this study was to examine the relation-ship between classroom motivation and academic achievement in young elementary-school-aged children. The participants were 122 first-grade and 129 third-grade children from a mid-sized city in the southern United States. The findings from the current study were consistent with previous research in that higher levels of mastery motivation and judgment motivation were found to be related to higher math and reading grades in third graders. However, higher levels of mastery motivation, not judgment motivation, were related to higher math and reading grades in first graders.

The Origins of Intelligence In Children

Book

Jan 1952

Jean Piaget

• This work, a second edition of which has very kindly been requested, was followed by La Construction du réel chez l'enfant and was to have been completed by a study of the genesis of imitation in the child. The latter piece of research, whose publication we have postponed because it is so closely connected with the analysis of play and representational symbolism, appeared in 1945, inserted in a third work, La formation du symbole chez l'enfant. Together these three works form one entity dedicated to the beginnings of intelligence, that is to say, to the various manifestations of sensorimotor intelligence and to the most elementary forms of expression. The theses developed in this volume, which concern in particular the formation of the sensorimotor schemata and the mechanism of mental assimilation, have given rise to much discussion which pleases us and prompts us to thank both our opponents and our sympathizers for their kind interest in our work. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective

Article

Nov 2000
SCI EDUC

This prospective study applied self-determination theory to investigate the effects of students' course-specific self-regulation and their perceptions of their instructors' autonomy support on adjustment and academic performance in a college-level organic chemistry course. The study revealed that: (1) students' reports of entering the course for relatively autonomous (vs. controlled) reasons predicted higher perceived competence and interest/enjoyment and lower anxiety and grade-focused performance goals during the course, and were related to whether or not the students dropped the course; and (2) students' perceptions of their instructors' autonomy support predicted increases in autonomous self-regulation, perceived competence, and interest/enjoyment, and decreases in anxiety over the semester. The change in autonomous self-regulation in turn predicted students' performance in the course. Further, instructor autonomy support also predicted course performance directly, although differences in the initial level of students' autonomous self-regulation moderated that effect, with autonomy support relating strongly to academic performance for students initially low in autonomous self-regulation but not for students initially high in autonomous self-regulation. © 2000 John Wiley & Sons, Inc. Sci Ed84:740–756, 2000.

Kindergarten Skills and Fifth-Grade Achievement: Evidence from the ECLS-K

Article

Aug 2009
ECON EDUC REV

Children enter kindergarten with disparate rudimentary reading and mathematics skills; capabilities for paying attention, sitting still and making friends; mental health; and inclinations for aggressive behavior. The role of these characteristics in producing fifth-grade school achievement is the subject of this paper. We find considerable impacts for school-entry academic skills but, with the exception of a kindergartener's capacity to pay attention, virtually no impacts for the collection of socioemotional skills. This finding holds both for the overall sample and for subgroups defined by race/ethnicity and socioeconomic status. The most powerful pre-school avenue for boosting fifth-grade achievement appears to be improving the basic academic skills of low-achieving children prior to kindergarten entry.

Genetic and environmental influences on the positive traits of the values in action classification, and biometric covariance with normal personality

Article

Jun 2007

Virtually all human individual differences have been shown to be moderately heritable. Much of this research, however, focuses on measures of dysfunctional behavior and relatively fewer studies have focused on positive traits. The values in action (VIA) project is a comprehensive and ambitious classification of 24 positive traits, also known as character strengths (Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Washington, DC: American Psychological Association), the majority of which have received no behavior genetic attention. Using a sample of 336 middle-aged twins drawn from the Minnesota Twin Registry who completed the VIA inventory of strengths, we detected significant genetic and non-shared environmental effects for 21 of 24 character strengths with little evidence of shared environmental contributions. Associations with a previously administered measure of normal personality found moderate phenotypic overlap and that genetic influences on personality traits could account for most, but not all, of the heritable variance in character strengths.

Teachers' judgments of problems in the transition to school

Article

Dec 2000
EARLY CHILD RES Q

This article examined teachers’ judgments of the prevalence and types of problems children present upon entering kindergarten. A large, national sample of teachers (N = 3,595) was surveyed by using the National Center for Early Development and Learning’s Transition Practices Survey (1996). Teachers reported they perceived that 16% of children had difficult entries into kindergarten. Up to 46% of teachers reported that half their class or more had specific problems in any of a number of areas in kindergarten transition. Rates of perceived problems were related to school minority composition; district poverty level; and, for certain behaviors, school metropolitan status. The effects of these demographic characteristics were independent and additive. Teachers’ ethnicity showed a significant relation to their rates of reported problems. Results are discussed in terms of risk factors that predict transition problems and the match between children’s competencies and teacher’s expectations. These findings confirm the view that entering kindergarten is indeed a period of transition for children.

De Finibus Bonorum et Malorum

Article

Jan 1914

Marcus Tullius Cicero

The Curiosity and Exploration Inventory-II: Development, Factor Structure, and Psychometrics

Article

Dec 2009

Given curiosity's fundamental role in motivation, learning, and well-being, we sought to refine the measurement of trait curiosity with an improved version of the Curiosity and Exploration Inventory (CEI; Kashdan, Rose, & Fincham, 2004). A preliminary pool of 36 items was administered to 311 undergraduate students, who also completed measures of emotion, emotion regulation, personality, and well-being. Factor analyses indicated a two factor model-motivation to seek out knowledge and new experiences (Stretching; 5 items) and a willingness to embrace the novel, uncertain, and unpredictable nature of everyday life (Embracing; 5 items). In two additional samples (ns = 150 and 119), we cross-validated this factor structure and provided initial evidence for construct validity. This includes positive correlations with personal growth, openness to experience, autonomy, purpose in life, self-acceptance, psychological flexibility, positive affect, and positive social relations, among others. Applying item response theory (IRT) to these samples (n = 578), we showed that the items have good discrimination and a desirable breadth of difficulty. The item information functions and test information function were centered near zero, indicating that the scale assesses the mid-range of the latent curiosity trait most reliably. The findings thus far provide good evidence for the psychometric properties of the 10-item CEI-II.

Self-Concepts of High- and Low-Curiosity Boys

Article

Apr 1970

In order to determine whether high-curiosity boys (HCB) differed from low-curiosity boys (LCB) in their self-concepts, 15 HCB and 14 LCB were selected on the basis of a definition of curiosity. They were chosen using teacher and peer judgments and controlling for intelligence. Several instruments purporting to measure aspects of the self-concept were administered. All indicated that HCB do have higher self-concepts than do LCB. The former tend to exhibit better interpersonal attitudes and to participate, according to their own reports, in activities which logically seem to be an indication of curiosity. Although LCB tend to be more variable than HCB on the instruments administered, the differences, in general, tend to be insignificant.

The "Little Five": Exploring the Nomological Network of the Five-Factor Model of Personality in Adolescent Boys

Article

Mar 1994

The California Child Q-set (CCQ) was used to explore the structure of personality in early adolescence and to develop scales to measure the "Big Five" dimensions: Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness to Experience. Mothers provided Q-sorts of 350 ethnically diverse boys between 12 and 13 years old. Analyses of the construct validity of the scales provided a nomological network relating the Big Five to theoretically and socially important criterion variables, such as juvenile delinquency, Externalizing and Internalizing disorders of childhood psychopathology, school performance, IQ, SES, and race. These effects were obtained using diverse methods, including self-reports from the boys, ratings by their mothers and their teachers, and objective-test data. In addition to the Big Five, analyses also suggested 2 possibly age-specific dimensions of personality in early adolescence. Discussion is focused on the changing manifestations of personality traits throughout development.

Does Prekindergarten Improve School Preparation and Performance?

Article

Feb 2007
ECON EDUC REV

Prekindergarten programs are expanding rapidly, but to date, evidence on their effects is quite limited. Using rich data from Early Childhood Longitudinal Study, we estimate the effects of prekindergarten on children's school readiness. We find that prekindergarten increases reading and mathematics skills at school entry, but also increases behavioral problems and reduces self-control. Furthermore, the effects of prekindergarten on skills largely dissipate by the spring of first grade, although the behavioral effects do not. Finally, effects differ depending on children's family background and subsequent schooling, with the largest and most lasting academic gains for disadvantaged children and those attending schools with low levels of academic instruction.

Early and Middle Childhood Objectives

Healthypeople
Gov

HealthyPeople.gov. Early and Middle Childhood Objectives. Available from: https://www.healthypeople.gov/2020/topics-objectives/topic/early-and-middlechildhood/objectives.

National Education Goals Panel: Reconsidering Children’s Early Development and Learning Toward Common Views and Vocabulary

S L Kagan
E Moore
S Bredekamp

Kagan S. L., Moore E., Bredekamp S. National Education Goals Panel: Reconsidering Children's Early Development and Learning Toward Common Views and Vocabulary. DIANE Publishing, Pennsylvania, 1998.

Ter Weel B. & Borghans L. Fostering and measuring skills: improving cognitive and non-cognitive skills to promote lifetime success. No. w20749

T Kautz
J J Heckman
R Diris

Kautz T., Heckman J. J., Diris R., Ter Weel B. & Borghans L. Fostering and measuring skills: improving cognitive and non-cognitive skills to promote lifetime success. No. w20749. National Bureau of Economic Research, Inc, 2014.

Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Kindergarten 2006 and 2007 Data File User's Manual (2010-010)

Jan 2009

K Snow

Snow, K. et al. Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Kindergarten 2006 and 2007 Data File User's Manual (2010-010). Statistics NCfE. (U.S. Department of Education, Washington, D.C., 2009).

Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents. 4th edn

J F Hagan
J S Shaw
P M Duncan

Hagan JF, Shaw JS, Duncan PM (eds). Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents. 4th edn. Elk Grove Village, IL: American Academy of Pediatrics; 2017. https://www.brightfutures.org/tools

The relationship between approaches to learning and academic achievement among kindergarten students: an analysis using Early Childhood Longitudinal Study Kindergarten students (ECLS-K)

Jan 2012
305

E Lee

Lee, E. The relationship between approaches to learning and academic achievement among kindergarten students: an analysis using Early Childhood Longitudinal Study Kindergarten students (ECLS-K). Int. J. Arts & Sci. 5, 305 (2012).

Early Childhood Curiosity and Kindergarten Reading and Math Academic Achievement

Abstract

No full-text available

Supplementary resource (1)

Recommended publications

Longitudinal and secular trends in adolescent whole-grain consumption, 1999-2004

Breakfast Intake and Composition Is Associated with Superior Academic Achievement in Elementary Scho...

High adherence to the Mediterranean diet is associated with cardiovascular protection in higher but...

Food Purchase Patterns at the Supermarket and their Relationship to Family Characteristics