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An observational approach for exploring variability in young children's regulation-related skills within classroom contexts
Developmental Science ( IF 3.1 ) Pub Date : 2022-02-17 , DOI: 10.1111/desc.13250 Dana Charles McCoy 1 , Andrew E Koepp 2 , Stephanie M Jones 1 , Elena Bodrova 3 , Deborah J Leong 3 , Abigail Hemenway Deaver 1
Developmental Science ( IF 3.1 ) Pub Date : 2022-02-17 , DOI: 10.1111/desc.13250 Dana Charles McCoy 1 , Andrew E Koepp 2 , Stephanie M Jones 1 , Elena Bodrova 3 , Deborah J Leong 3 , Abigail Hemenway Deaver 1
Affiliation
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Prior work has conceptualized children's executive function and self-regulation skills as relatively stable across short periods of time. Grounded in long-standing contextual theories of human development, this study introduces a new observational tool for measuring children's regulatory skills across different naturally occurring situations within early childhood classrooms. Using 460 observations of 91 children (M age = 5.54 years) in 16 socio-demographically diverse Prekindergarten and Kindergarten classrooms, we found that this tool—the Regulation-Related Skills Measure (RRSM)—reliably captured observed dimensions of young children's attention control and inhibitory control, but failed to appropriately represent more “internal” regulatory processes (e.g., working memory). Associations between the RRSM and other measures of children's executive function and self-regulation (i.e., direct assessments, adult reports) were low to moderate (r = 0.03 to 0.44), suggesting these tools are likely to be complementary in that they provide overlapping but ultimately distinct information regarding children's regulatory performance. Finally, results suggested substantial within-child variation in regulatory behaviors across different situations within the classroom, with the same children demonstrating consistently stronger attention control and inhibitory control during transitions than during either teacher- or student-directed activities. These findings underscore the situationally-dependent nature of children's self-regulatory performance, with implications for both theory and practice. Future research is needed to replicate these findings in more diverse, representative samples of children.
中文翻译：
一种探索课堂环境中幼儿调节相关技能可变性的观察方法
之前的工作将儿童的执行功能和自我调节技能概念化为在短时间内相对稳定。本研究以长期存在的人类发展情境理论为基础，引入了一种新的观察工具，用于衡量儿童在幼儿课堂中不同自然情况下的调节技能。通过对 16 个社会人口统计学差异的学前班和幼儿园教室中的 91 名儿童（ M年龄 = 5.54 岁）进行460 次观察，我们发现这个工具——监管相关技能测量(RRSM)——可靠地捕捉到幼儿注意力控制和抑制控制的观察维度，但未能适当地代表更多“内部”调节过程（例如，工作记忆）。RRSM 与其他儿童执行功能和自我调节措施（即直接评估、成人报告）之间的关联为低到中等（r= 0.03 到 0.44），表明这些工具可能是互补的，因为它们提供了关于儿童监管表现的重叠但最终不同的信息。最后，结果表明，在课堂上不同情况下，儿童内部的调节行为存在很大差异，与在教师或学生主导的活动中相比，相同的儿童在过渡期间始终表现出更强的注意力控制和抑制控制。这些发现强调了儿童自我调节表现的情境依赖性，对理论和实践都有影响。未来的研究需要在更多样化、更具代表性的儿童样本中复制这些发现。
更新日期：2022-02-17
中文翻译：
一种探索课堂环境中幼儿调节相关技能可变性的观察方法
之前的工作将儿童的执行功能和自我调节技能概念化为在短时间内相对稳定。本研究以长期存在的人类发展情境理论为基础，引入了一种新的观察工具，用于衡量儿童在幼儿课堂中不同自然情况下的调节技能。通过对 16 个社会人口统计学差异的学前班和幼儿园教室中的 91 名儿童（ M年龄 = 5.54 岁）进行460 次观察，我们发现这个工具——监管相关技能测量(RRSM)——可靠地捕捉到幼儿注意力控制和抑制控制的观察维度，但未能适当地代表更多“内部”调节过程（例如，工作记忆）。RRSM 与其他儿童执行功能和自我调节措施（即直接评估、成人报告）之间的关联为低到中等（r= 0.03 到 0.44），表明这些工具可能是互补的，因为它们提供了关于儿童监管表现的重叠但最终不同的信息。最后，结果表明，在课堂上不同情况下，儿童内部的调节行为存在很大差异，与在教师或学生主导的活动中相比，相同的儿童在过渡期间始终表现出更强的注意力控制和抑制控制。这些发现强调了儿童自我调节表现的情境依赖性，对理论和实践都有影响。未来的研究需要在更多样化、更具代表性的儿童样本中复制这些发现。
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