1. Home

Holistic approach to understanding behaviour of 5-12 year olds in a social environment

Daina Lieģeniece

Abstract


The primary purpose of this study was to become acquainted with theoretical background of the investigations of the phenomenon “self-regulation”. It was done by analysing various sources of information, receiving cues from SAGE publication data bases (after 1990). The idea of analyses was assumed by taking into consideration D.Lieģeniece’s (1997, 1999) elaborated model “Holistic approach to education of a 5-7 year old child”. Holistic approach model identifies child’s self-regulation as a construct influenced by a whole personality: cognitive processes, emotionality, volitional sphere, needs, motives etc. This work is reviewed as research on characteristics of children’s self-regulation as a point of children’s school-related competence across the preschool and elementary school. In the current study three aspects are considered, influencing self-regulation ability (1) emotionrelated self-regulation ability (2) cognitive competence (3) situation knowledge and social skills. Research suggests taking into consideration dynamic influences among intrinsic factors causing children’s behaviour.

Keywords


attention control; behaviour problems; cognitive competence; emotion knowledge; positive emotionality; school-related competence; self-regulation; self-control

Full Text:

PDF

References


Anthony, B., Anthony, L., Morrel, T., Acosta, M. (2005). Evidence for social and behavior problems in low-income, urban preschoolers: Effects of site, classroom, and teacher. Journal of Youth and Adolescence, 34, 31-39.

Baumeister, R.F., Vohs, R.D. (2003). Willpower, choice, and self-control. In G.Loewerstein, D.Read (Eds.). Time and decision: Economic and psychological perspectives (pp.201-216). New York : Russell sage Foundation.

Baumeister, R. F., Bratslavsky, E., Muraven, M., Tice D. M.(1998). Ego depletion: Is the active self a limited resource? Journal of Personality and Social Psychology, 74, 1252-1265.

Bennett, D. S., Bendersky, M., Lewis, M. (2005). Antecedents of emotion knowledge: Predictors of individual differences in young children. Cognition & Emotion, 19, 375-396.

Blair, C.(2003). Behavioral inhibition and behavioral activation in young children: Relations with self-regulation and adaptation to preschool in children attending Head Start. Developmental Psychobiology, 42, 301-311.

Blair, C., Razza, R.(2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647-663.

Blanchette, I., Richards, A.(2010). The influence of higher-level cognition: A review of research on interpretation, judgment, decision-making, and reasoning. Cognition and Emotion, 24, 561-595.

Boyatzis, C., Satyaprasad, C. (1994). Children’s facial and gestural decoding and encoding: Relations between skill and with popularity. Journal of Nonverbal Behavior, 18, 37-55.

Buckner, J., Mezzacappa, E., Beardslee, W. (2003). Characteristics of resilient youths living in poverty: The role of self-regulatory processes. Development and Psychopathology, 15, 139-162.

Cicchetti, D., Ackerman, B., & Izard, C. (1995). Emotions and emotion regulation in developmental psychopathology. Development and Psychopathology, 7, 1-10.

Compas, B., Boyer, M. (2001). Coping and attention: Implications for child health and pediatric conditions. Developmental and Behavioral Pediatrics, 22, 323-333.

Cutting, A., Dunn, J. (1999). Theory of mind, emotion understanding, language, and family background: Individual differences and interrelations. Child Development, 70, 853-865.

Davis, H. (2003). Conceptualizing the role and influence of student-teacher relationships on children’s social and cognitive development. Educational Psychologist, 38, 207-234.

Denham, S.A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, Special Issue: Measurement of School Readiness. 17, 57-89.

Dennis, T. (2006). Emotional self-regulation in preschoolers: The interplay of child approach, reactivity, parenting, and control capacities. Developmental Psychology, 42, 84-97.

Efklides, A. (2006). Metacognitive experiences: The missing link in the self-regulated learning process. Educational Psychology Review, 8, 287-291.

Eisenberg, N., Valiente, C., Fabes, R.A., Smith, C.L., Reiser, M., stepard, S.A., Losoya, S.H., Guttrie, I.K., Murphy, B.C., Cumberland, A.J. (2003). The relations of effortful control and ego control to children’s resiliency and social functioning. Developmental Psychology, 39, 761-776.

Eisenberg, N., Fabes, R.A., Guthrie, I.K., Murphy, B.C., Maszk, P., Holmgren, R., et al. (1996). The relations of regulation and emotionality to problem behavior in elementary school children. Development and Psychopathology, 8, 141-162.

Eisenberg, N., Spinrad, T., Eggum, N. D. (2010). Emotion-related self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6, 495-525.

Farmer, A., Bierman, K. , & the Conduct Problems Prevention Group. (2002). Predictors and consequences of aggressive-withdrawn problem profiles in early grade school. Journal of Clinical Child and Adolescent Psychology, 31, 299-311.

Fine, S., Izard, C., Trentacosta, C. (2006). Emotion situation knowledge in elementary school: Models of longitudinal growth and preschool antecedents. Social Development, 15, 730-751.

Garner, P. W., Estep, K. (2001). Emotional competence, emotion socialization, and young children’s peer-related social competence. Early Education and Development, 12, 29-48.

Garner, P.W; & Waajid, B. (2012). Emotion knowledge and self-regulation as predictors of preschoolers’ cognitive ability, classroom behavior and social competence. Journal of Psychoeducational Assesment. 30 (4), p.330-343. SAGE Publications.

Graham, S., Namy, L., Gentner, D., Meagher, K. (2010). The role of comparison in preschoolers’ novel object categorization. Journal of Experimental Child Psychology, 107, 280-290.

Heckhausen, J., Schulz, R., (1995). A life-span theory of control. Psychological Review, 102, 284-3-4.

Horner, S., Fireman, G., Wang, E. (2010). The relation of student behavior, peer status, race, and gender to decisions about school discipline using CHAID decision trees and regression modeling. Journal of School Psychology, 48, 135-161.

Howse, R., Calkins, S., Anastopoulos, A., Keane, S., Shelton, T. (2003). Regulatory contributions to children’s kindergarten achievement. Early Education and Development, 14, 101-119.

Keogh, B. (2003). Temperament in the classroom: Understanding individual differences. Baltimore, MD: Paul H. Brookes.

Knowles, B.S. (1983). Academic success: Tapping the emotions. Intervention in School and Clinic. 18, 437-442.

Lepper, M., Corpus, J., Iyengar, S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97, 184-196.

Lieģeniece, D. (1997). Veseluma pieeja 5-7 gadus veca bērna audzināšanā (habilitācijas darba kopsavilkums). Liepāja.

Lieģeniece, D. (1999). Kopveseluma pieeja audzināšanā. Rīga : RaKa.

Mc Evoy, A., Welker, R. (2000).Antisocial Behavior, Academie Failure and School Climat: A Critical. Journal of Emotional and Behavioral disorders, 8, 130-141.

Miller, A.L., Gouley, K.K., Shields, R., Dickstein, S. Magee, K.D., Fox.C. (2003). Brief functioning screening for the transition difficulties prior to enrollment predicts socioemotional competence and school adjustment in Head start preschoolers. Early Child

Development and Care, 173, 681-698.

Michalson, L., Lewis, M. (1985). What do children know about emotions and when do they know it? In Lewis M., Saarni C. (Eds.), The Socialization of Emotions (pp. 117-139). New York, NY: Plenum.

Munis, P., Greenfield, D., Henderson, H., & George, J. (2007). Development and validation of the Preschool Temperament Classification System for use with teachers. Early Childhood Research Quarterly, 22, 440-450.

Muraven, M.V., Baumeister, R.F. (2000). Self-regulation and depletion of limited resourses: Does self-control resemble a muscle? Psychological Bulletin, 126, 247-259.

Murphy, B.C., Eisenberg, N., Fabes, R.A., Shepard, S., Guthrie, I.K. (1999). Consistency and change in children’s emotionality and regulation: A longitudinal study. Merrill-Palmer Quarterly, 45, 413-444.

Nelson, B., Martin, R., Hodge, S., Havill, V., Kamphaus, R. (1999). Modeling the prediction of elementary school adjustment from preschool temperament. Personality and Individual Differences, 26, 687-700.

Niesel, R., Grietel, W. (2004). Übergange sind Chancen für Entwicklung. Gute Begleitung stärkt Resilienz. Theorie und Praxis der Sozialpädagogik (TPS), 5, S.9-12.

Raviv, T., Kessenich, M., Morrison, F. (2004). A mediational model of the association between socioeconomic status and three-year-old language abilities: The role of parenting factors. Early Childhood Research Quarterly, 19, 528-547.

Rouse, H., Fantuzzo, J. (2009). Multiple risks and educational well-being: A populationbased investigation of threats to early school success. Early Childhood Research Quarterly, 24, 1-14.

Schultz, D., Izard, C., Bear, G. (2004). Children’s emotion processing: Relations to emotionality and aggression. Development and Psychopathology, 16, 371-387.

Shaw, D., Keenan, K., Vondra, J. (1994). Developmental precursors of externalizing behavior: Ages 1 to 3. Developmental Psychology, 30, 355-364.

Shields, A., Dickstein, S., Seifer, R., Gusti, L., Magee, K., & Spritz, B. (2001). Emotional competence and early school adjustment: A study of preschoolers at risk. Early Education and Development, 12, 73-96.

Tangney, J.P., Baumeister, R.F., Boone, , A.L. (2004). High self-control predits good adjustment, less pathology, better grades and interpersonal success. Journal of Personality, 72, 271-324.

Trentacosta, C., Izard, C., Mostow, A., & Fine, S. (2006). Children’s emotional competence and attentional competence in early elementary school. School Psychology Quarterly, 21, 148-170.

Washington, J., Craig, H. (1999). Performance of at-risk, African American preschoolers on the Peabody Picture Vocabulary Test-III. Language, Speech, and Hearing Services in Schools, 30, 75-82

Zelazo, P. D., Cunningham, W. (2007). Executive function: Mechanisms underlying emotion regulation. In J. Gross (Ed.), Handbook of emotion regulation (pp. 135-158). New York: Guilford.




DOI: https://doi.org/10.17770/sie2013vol2.541

Refbacks

  • There are currently no refbacks.
Rēzeknes Tehnoloģiju akadēmija, 2016 © Atbrīvošanas aleja 115, Rēzekne, Latvija. Tālrunis: 28325368;
Jautājumus un ierosinājumus sūtiet uz helpdesk@rta.lv