Be good, know the rules’: Children’s perspectives on starting school and self-regulation

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Title: Be good, know the rules’: Children’s perspectives on starting school and self-regulation
Authors: Booth, Ailbhe
O'Farrelly, Christine
Hennessy, Eilis
Doyle, Orla
Permanent link: http://hdl.handle.net/10197/10149
Date: 8-Apr-2019
Online since: 2019-04-25T08:08:18Z
Abstract: Despite the importance of self-regulation for school readiness and success across the lifespan, little is known about children’s conceptions of this important ability. Using mixed-method interviews, this research examined kindergarten children’s (n = 57) perspectives on self-regulation in a disadvantaged area in Dublin, Ireland. Children depicted school as requiring regulation of their emotional, cognitive and behavioural responses. They characterised school as a dynamic setting, placing emphasis on the regulatory challenges of the outdoor environment. Children also described difficulties associated with navigating complex social interactions, often without assistance from external supports. The results inform strategies to support children’s emerging self-regulation abilities.
Funding Details: Irish Research Council
Type of material: Journal Article
Publisher: Sage
Journal: Childhood
Start page: 1
End page: 16
Copyright (published version): 2019 the Authors
Keywords: Child developmentChildren’s perspectivesSchool readinessSelf-regulationSocioeconomic disadvantage
DOI: 10.1177/0907568219840397
Language: en
Status of Item: Peer reviewed
Appears in Collections:Economics Research Collection

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