The Development of Self-Regulation in Latinx Preschool Children
Theory, Research, and Applications
Summary
Excerpt
Table Of Contents
- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- CONTENTS
- ACKNOWLEDGMENTS
- INTRODUCTION
- CHAPTER 1. EARLY CHILDHOOD PROGRAMS AND LATINX CHILDREN
- Preschool Curricula Today
- What Are Familismo, Respeto, and Educación?
- The Growing Gap of Self-Regulatory Skills in Latinx Preschoolers
- CHAPTER 2. THEORETICAL BACKGROUND: FOUCAULT AND VYGOTSKY
- Institutional Power
- “Regimes of Truth”
- Knowledge and Power
- Socialization in the Early Years
- Zone of Proximal Development (ZPD)
- Language
- CHAPTER 3. SELF-REGULATION AND CRITICAL ASSOCIATIONS
- Self-Regulation
- Behavioral, Emotional, and Cognitive Regulation
- Self-Regulation and Language
- Self-Regulation and Social Skills
- Self-Regulation and Academic Achievement
- Self-Regulation and Emergent Literacy Skills
- Latinx Parenting, Self-Regulation, and Latinx Preschoolers
- Self-Regulation and Self-Assertion, Compliance, and Discipline
- CHAPTER 4. CURRENT DATA ON SELF-REGULATION IN LATINX PRESCHOOLERS
- Method
- Setting
- Procedures
- Results: Associations Between Latinx Preschoolers’ Language Skills and Self-Regulation
- Analysis of Time 1 and Time 2 Results: Self-Regulation and Academic Achievement
- Analysis of Time 1 and Time 2 Results: Self-Regulation and Language Acquisition Skills
- What Do the Findings Mean?
- Results, Regimes of Truth, and Vygotsky
- CHAPTER 5. IMPLEMENTING SELF-REGULATION PRACTICES FOR LATINX PRESCHOOLERS
- Current Educational Policies
- Implications for Practice
- Language in the Latinx Preschool Classroom
- Social Interactions in the Latinx Preschool Classroom
- Play in the Latinx Preschool Classroom
- Cultural Awareness in the Latinx Preschool Classroom
- Assessing Latinx Children
- Preparing Teachers to be Multicultural Educators
- Engaging Latinx Families in Early Childhood Programs
- Conclusion
- CHAPTER 6. LESSONS LEARNED
- Lessons Learned by ECE Bilingual Educator Claritz Marte
- Lessons Learned by ECE Bilingual Intervention Specialist Laura Giolitti Egui
- Lessons Learned by ECE Higher Education Instructor Margaret Calabro
- AFTERWORD
- Appendix A
- Appendix B
- REFERENCES
ACKNOWLEDGMENTS
We sincerely thank our editor Dr. Yolanda (Jolie) Medina for her guidance and support throughout this process.
We would like to give the warmest and the most sincere thanks to all the wonderful teachers and children that contributed to the completion of this research.
Finally, we thank our students whose questions inspire us to continue to seek answers and improve practices.
Finally, we would like to acknowledge Southern Early Childhood Association for granting us permission to reproduce parts of the paper titled “Engaging Latino Families in Early Childhood Education Programs: Barriers, Misconceptions, and Recommendation” in chapter 5 which appeared originally in the Dimensions in Early Childhood Education, and to Common Ground Research Network for allowing us to reproduce parts of the paper titled “The Effects of Maternal Behaviors and Styles on the Development of Self-Assertion, Self-Regulation, Compliance, and Non-Compliance in Latino Toddlers” in chapter 3 which appeared originally in The International Journal of Interdisciplinary Educational Studies.
The Illustrators of this book are female Latinx artists that enjoy painting in different media as well as various digital art platforms. Elizabeth and Ariella designed the cover for this book based on their interpretation of the book’s abstract. For Elizabeth, the effect of educational programs at a young age were the most impactful in her design. For Ariella, it was the implication of play as a form of learning that influenced her design.
INTRODUCTION
Ruth Guirguis
I vividly remember throwing down two inflatable mattresses in the family room and calling for my three little ones to come join me. They came running, excited about our upcoming sleeping adventure. I asked them, “What movie should we watch tonight?” They all enthusiastically responded, “The bee one!” I looked at my watch and saw that it was 6:00 p.m., and my heart started racing. My oldest would be going to kindergarten the following day, and I wanted to make the most of her last night before she embarked on her years ahead in formal school. But all I kept thinking was, “Where did the time go?” and “She is just not ready.” That night, the words “She is not ready” repeatedly played in my head. The next morning, my daughter got up. As I dressed her, she asked, “Is today the new school?” I looked at her pretty curls, and I admired how much this sweet little girl had grown. I kissed her and reassured her, “You are going to love it!” She looked so sad and on the verge of tears but said, “Okay, mom.” It was the longest and most silent eight-minute drive there. I could see how anxious she was as she pulled each of her fingers repeatedly.
As a parent of an entering kindergarten student, I had a rude awakening to what today’s kindergarten curriculum entails. While, as a parent, my overall goals for her kindergarten school year were to make sure that my child did not have any separation anxiety and would meet a nurturing teacher who would foster in her a love of school. I wanted my child to develop the courage to take the bus alone to and from school, make friends on her own, and have the ability to regulate her behavior and emotions. By contrast, the school’s focus was mainly on cognitive development. After only two months of school, during a parent-teacher conference, her teacher and a special education teacher (who was invited to the meeting without my knowledge) told me that my child was in need of push-in services and perhaps an evaluation, yet, no other key aspects of her development were addressed during this meeting. Her social and emotional domains did not seem to be of concern. Nor, her ability to manage and control her emotions. My refusal of all services struck them the wrong way, and they told me that they would communicate this information to the school principal. Weeks later, my daughter was pulled out of her classroom and taken to the principal’s office. While at the principal’s office and without any further explanation, she was given picture cards and asked to match the ones that rhymed. She failed. The principal brought it to my attention and suggested that we—I—should be doing more. I was lectured and asked if I knew the reputation of the school district I had moved into. It was an “academically rigorous school,” the then-principal said, and in her time here, she “had never had a parent ask the school to leave their child alone.” On the contrary, according to the principal, most parents request more work and rigor for their kids. The aspects of my daughter’s emotional and social development, that fact she was struggling with many non-cognitive aspects of development, were not mentioned, nor, apparently, were they of concern to any of these adults to whom I had entrusted her education. At that moment, I realized that today’s early childhood education only has room for academics, and the critical factors, such as socialization and self-regulation (which simply stating is self-control and contribute to the overall development of the kindergarten child), are unaccounted for in classrooms.
This experience led me to investigate the importance of the development of self-regulation in preschool students, specifically Latinx preschoolers such as my daughter. There is much literature on the importance of self-regulation and young learners, but there is a paucity of research in the field on the importance of self-regulation in Latinx preschoolers. Moreover, there is a dearth of quantitative data looking at Latinx preschoolers and regulatory skills.
Details
- Pages
- XX, 94
- Publication Year
- 2023
- ISBN (PDF)
- 9781636673394
- ISBN (ePUB)
- 9781636673400
- ISBN (Softcover)
- 9781636673387
- DOI
- 10.3726/b21127
- Language
- English
- Publication date
- 2023 (November)
- Keywords
- Raquel Plotka executive functioning skills cognitive control impulse control DLLs Latinx students Respeto Familismo Educación Vygotsky Foucault The Development of Self-Regulation in Latinx Preschool Children Bilingual early childhood education Theory, Research, and Applications Ruth Guirguis
- Published
- New York, Berlin, Bruxelles, Chennai, Lausanne, Oxford, 2024. XX, 94 pp., 2 b/w ill., 5 b/w tables.
- Product Safety
- Peter Lang Group AG
