Summary
Summary Raver et al.
- Course
- Institution
Samenvatting van het artikel van Raver et al.
[Show more]
Seller
Follow
aswwatkunjeermee
Reviews received
Content preview
Raver et al.Abstract: CSRP improved low-income children’s self-regulation skills (as indexed by
attention/impulse control and executive function) from fall to spring of the Head Start year.
Analyses also suggest significant benefits of CSRP for children’s preacademic skills, as
measured by vocabulary, letter-naming, and math skills. Partial support was found for
improvement in children’s self-regulation as a hypothesized mediator for children’s gains in
academic readiness.
Reden voor CSRP: poverty poses significant threats to young children’s emotional and
behavioral development, as well as for their chances of school success.
Doel CSRP: the CSRP was designed to support low-income children’s self-regulation and
their opportunities to learn in early educational settings.
Aanpak CSRP: the CSRP intervention built on existing community resources to support
children’s optimal development, providing teachers with extensive training and support on
effectively managing children’s dysregulated behavior. Importantly, the intervention did not
provide services or training on teachers’ language, preliteracy, or math instruction, nor were
curricula provided to support children’s language, letter-naming, or math skills.
Hoofdvragen:
Are children’s self-regulatory skills the mechanism through which such an intervention
would have benefits for children’s preacademic skills?
And what were the results of such an intervention?
Because of its relevance to preschoolers’ ability to engage with teachers and the learning
process, we first consider self-regulation from a global perspective, examining the impact of
a multicomponent classroombased intervention on (1) preschoolers’ ability to modulate their
attention and impulsivity. To better understand the possible developmental mechanisms that
may be at work, we also assess the impacts of the CSRP intervention on specific
components of children’s self-regulation, including (2a) their executive functioning (EF) and
(2b) their effortful control (EC).
EF = interrelated cognitive abilities that are required when one must intentionally or
deliberately hold information in mind, manage and integrate information, and resolve
conflict or competition between stimulus representations and response options.
EC = = the child’s ability to inhibit a dominant response (such as grabbing a toy) to
perform a subdominant response (such as turn taking) in response to demands of the
situation (such as the classroom expectation that toys be shared with peers.
o Delay of gratification!
One challenge in examining the hypothesis that children’s self-regulatory skills have benefits
for their academic skills has been the intertwined and bidirectional nature of children’s
regulatory profiles and their opportunities for learning. For example, children with greater
cognitive skills are better able to demonstrate optimal self-regulatory skills through planning,
remembering rules, inhibiting impulses, and focusing their attention.
Hypotheses
Our first set of hypotheses is that an intervention designed to support well-structured,
emotionally positive, and less disruptive classroom climates would have a clear,
measurable impact on children’s socioemotional and preacademic readiness.
Children in experimental classrooms were expected to develop more effective
behavioral self-regulation than their control group-enrolled counterparts, even after
controlling for their initial behavioral profiles at the start of the Head Start preschool
year. These treatment impacts were expected to be detected after controlling for the
characteristics of children, teachers, classrooms, and sites. Children in Head Start
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller aswwatkunjeermee. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $3.44. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
73314 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 14 years now