The effects of self-regulation on academic success is far reaching.</li></li></ul><li>Teachers stress that children must acquire self regulation skills before academic learning can take place. <br />Importance of Building Blocks for School Readiness<br />Source: Teacher Survey on Importance of Readiness Skills (2008) School Readiness in Santa Clara County<br />
Why is it important?<br /><ul><li>Social Standpoint: getting along with peers as well as authority figures.
Four year old children who could delay gratification were more likely to follow teacher direction at six. </li></li></ul><li>Why is it important?<br />Academic Standpoint: As children become more thoughtful and controlled, their learning becomes more efficient.<br /><ul><li>Students that showed delayed gratification at four scored 210 points higher on the SAT than those who chose instant gratification.</li></ul>Delayed Gratification<br />
<ul><li>Children need to internalize rules for behaviors before they can transfer them to other settings.
Self regulation development</li></li></ul><li><ul><li>Child made rules contribute to self regulating behaviors.</li></ul>No yelling or screaming.<br />Child made rules<br />No laying down.<br />
Research Question<br />When children are allowed to self regulate by participating in the making of classroom rules, are they less dependent on the teacher in solving conflicts among themselves?<br />
Significance<br /><ul><li>Due to the far reaching effects of self regulation on the academic achievement of children, it is vitally important that it is supported in our early childhood classrooms. </li></li></ul><li>Conclusion<br /><ul><li>Self-regulation ranked by kindergarten teachers as the most important characteristic for children to possess.
Over half children entering kindergarten lack the necessary self-regulation to succeed.
In the past, studies of self-regulation as part of cognitive competency have been done on older children.
Well documented for middle and high school students.
More research needs to be done on young children. </li></li></ul><li>Bibliography<br />Bodrova, E. & Leong, D. (2008). Developing self-regulation in kindergarten can we keep all the crickets in the basket?. Young Children, 63 (2), 56-58<br />Bodrova, E. (2006, December 22). Developing self-regulation: the Vygotskyian view The Free Library. (2006). Retrieved from http://findarticles.com/p/articles/mi_hb3325/is_4_10/ai_n29328209/?tag=content;col1<br />Bodrova, E. , & Leong, D. (2005). Uniquely preschool. Educational Leadership, 63(1), 44 – 47. <br />
Bibliography<br />DeVries, R. & Zan, B. (2003). When children make rules. Educational Leadership, 61(1), 64-67.<br />Fadell, L. (2011). Teaching your child the art of delayed gratification one marshmallow at a time. Retrieved from http://oaklandcountymoms.com/advisors/behavioral-health/2557-teaching-children-delayed-gratification <br />
Bibliography<br />Lee, P., Lan, W., Wang, C., &Chiu, H. (2008). Helping young children to delay gratification. Early Childhood Education Journal, 35(6), 557-564.doi: 10.1007/s10643-008-0240-9<br />School readiness in Santa Clara county.(2008). Retrieved from http://www.appliedsurveyresearch.org/projects/KSRA_2008/reports/Santa_Clara_County-School_Readiness_Assessment_Results_2008-09.pdf<br />