Evaluating the viability of a structured observational approach to assessing early self-regulation

Publication date: 3rd Quarter 2019Source: Early Childhood Research Quarterly, Volume 48Author(s): Steven James Howard, Cathrine Neilsen-Hewett, Marc de Rosnay, Elena Vasseleu, Edward MelhuishAbstractThere is now clear evidence that young children’s abilities to self-regulate set in motion developmental trajectories that are longitudinally influential, that self-regulation is malleable in childhood with flow-on implications into adulthood, and that efforts to improve self-regulation are enhanced when tailored and adaptive to children’s developmental progress. Yet there are significant concerns regarding current approaches to assessing self-regulation, potentially limiting our capacity to respond to children’s needs and support their development. In response, this study examined the viability of a novel approach to assessing young children’s cognitive, behavioral, and social-emotional self-regulation that uses observer ratings in semi-structured activities. Eighty 3- to 5-year-old children were observed in their preschool in a small group task (a memory card game with other children) and in two individual tasks (an outdoor obstacle course and a curiosity box guessing game). Exploratory factor analysis of resultant Preschool Situational Self-Regulation Toolkit (PRSIST) assessment ratings yielded a two-factor solution which corresponded to cognitive and behavioral self-regulation. Comparison of these observation ratings with task-based (Head–Toes–Knees–Shoulders; HT...
Source: Early Childhood Research Quarterly - Category: Child Development Source Type: research