EDUC7205 Development In Multiple Contexts

Answer:

Introduction

The self-regulatory skills are an important part in the development of the academic skills of the concerned student. The following annotated bibliography aims to discuss the issues in response to the skills that are developed among the toddlers. The following annotated bibliography attempts a review on the studies that were undertaken by the eminent experts in the matter. The following discussion opens with a critique on six different articles that are related to the importance of the self-regulation skills during the early childhood. The discussion then proceeds to summarize the findings and the observations of the articles in discussion. 

Critiques

Summary

The above discussion on the various practices related to the development of the self-regulatory skills reveals that the children should be made to practice these skills in order to help them improve their efficiency. The studies reveal that the skills of self-regulation are directly linked to the academic achievements of the concerned students (Tarrasch, 2018). The findings of the studies reveal the fact that the self-regulatory skills that are implemented by the various educational institutions help in the matters that pertain to the overall development of the child.

Becker et al. (2014) aims to discuss the impact of the physical activities of the children on the matters related to the achievements of the concerned students in the fields of academics. The study impacted the general discussions on the matters that aim to deal with the effects of the excessive physical activities of the children on their self-regulatory abilities and the academic abilities of the concerned students. The study revealed that the children seem to achieve better self-regulatory techniques in cases where the children depicted a higher level of sports activities. The findings of the study might help the educators as well as the guardians of the concerned student to discuss the impacts of the sports and play activities of the concerned student on the self-regulatory activities undertaken by the children. The article by Gilmore and Cuskelly, (2017) aims to focus on the matters that are related to the contribution that is made by the motivation of mastery and the self-regulation. The study aims to discuss the factors that are related to the individual characteristics of the concerned individual. The article aims to discuss the contribution of the individual characteristics as depicted by the subjects on the effectivity in the functioning in the adult ages. The study revealed the fact the self-determination among the adults suffering from the Down Syndrome is highly affected by the matters that are related to the self-regulation and the mastery motivation. The other factors that might assist the students in their development are the qualities of persistence and the self determination of the concerned students.

The article by Pears et al. (2015) focusses on the problems that are faced by the students who have been suffering from the various learning disabilities. The study also focusses on the children who have been troubled with the difficulties in their behaviors. The study further reveals that the improvement of the literacy within the concerned children might also affect the improvement in the task attentiveness of the concerned child. The other factor that is discussed within the study is the fact that the students as well as the families might be affected in a positive manner by implementing certain interventions. The findings of the article confirm the fact that the implementations of certain interventions might help the factors that are related to the improvement of the positivity among the students who have been going through the transition during their kindergarten days.

Sawyer et al. (2015) state that the emotional regulation of the various students and the task attentiveness of the children affect the academic achievement of the concerned student groups in discussion. The study suggests that further research is required in the association that exists among the two different aspects related to the self-regulation among the students in the kindergarten years, the emotional regulation of the various students and the task attentiveness of the children. The study further reveals that the improvement of the literacy within the concerned children might also affect the improvement in the task attentiveness of the concerned child. The study further reveals the fact that the improvement of the emotional regulation might affect the academic results of the concerned students in relatively small patterns. The findings of the article might help the concerned educators and the guardians to help the development of the self-regulation within the given student (Gialamas et al., 2014).

Schmitt et al., (2015) attempts a discussion on the incorporation of the children at the various schools that are situated all over the country. The study in discussion might be implemented in the real-life scenarios in order to improve the factors that are related to the incorporation of the students in the concerned schools. The non-involvement of the parents of the concerned children in the intervention activities might also be considered to be one of the major limitations of the study. The findings of the study might be implemented in the real-life scenarios among the various students who have been attending the kindergarten schools before getting enrolled into the junior schools. Willis and Dinehart, (2014) attempts a discussion on the matters that pertain to the development of the skills of the self-regulation among the children who are classified to be in the stage of their early childhood. The findings of the study can be generalized due to the fact that the article tends to use the secondary analysis for reviewing the literature that is existent within the given field of knowledge. The study suggests that further research is required in the fields of self-regulation and academic achievements of the students. The study suggests the bridging of the gap between the theoretical matters and the practical implementations in the fields might help in the overall development of the concerned children.

Conclusion

Thus, from the above discussion it might be pointed out that the self-regulatory skills are important for the overall development for the concerned child. The self-regulatory skills might help the child to bring about a development in the overall academic achievements of the concerned child. The studies further reveal that the non-involvement of the parents of the concerned children in the intervention activities might lead to the gap in the communication of the proper method of engaging a child in the educational and academic matters. 

References

Becker, D. R., McClelland, M. M., Loprinzi, P., & Trost, S. G. (2014). Physical activity, self-regulation, and early academic achievement in preschool children. Early Education & Development, 25(1), 56-70.

Carson, V., Hunter, S., Kuzik, N., Wiebe, S. A., Spence, J. C., Friedman, A., Tremblay, M.S., Slater, L. & Hinkley, T. (2016). Systematic review of physical activity and cognitive development in early childhood. Journal of Science and Medicine in Sport, 19(7), 573-578.

Gialamas, A., Sawyer, A. C., Mittinty, M. N., Zubrick, S. R., Sawyer, M. G., & Lynch, J. (2014). Quality of childcare influences children's attentiveness and emotional regulation at school entry. The journal of pediatrics, 165(4), 813-819.

Gilmore, L., & Cuskelly, M. (2017). Associations of child and adolescent mastery motivation and self-regulation with adult outcomes: a longitudinal study of individuals with Down syndrome. American journal on intellectual and developmental disabilities, 122(3), 235-246.

Hauser-Cram, P., Woodman, A. C., & Heyman, M. (2014). Early mastery motivation as a predictor of executive function in young adults with developmental disabilities. American journal on intellectual and developmental disabilities, 119(6), 536-551.

Józsa, K., Barrett, K. C., Józsa, G., Kis, N., & Morgan, G. A. (2017). Development and initial evaluation of an individualized moderately challenging computer-tablet mastery motivation measure for 3-8 yearolds. Hungarian Educational Research Journal, 7(2), 106-126.

Kangas, J., Ojala, M., & Venninen, T. (2015). Children’s self-regulation in the context of participatory pedagogy in early childhood education. Early Education and Development, 26(5-6), 847-870.

McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M. E. (2014). Predictors of early growth in academic achievement: The head-toes-knees-shoulders task. Frontiers in psychology, 5, 599.

McDermott, J. M., Pears, K. C., Bruce, J., Kim, H. K., Roos, L., Yoerger, K. L., & Fisher, P. A. (2018). Improving kindergarten readiness in children with developmental disabilities: Changes in neural correlates of response monitoring. Applied Neuropsychology: Child, 7(3), 187-199.

Mierau, A., Hülsdünker, T., Mierau, J., Hense, A., Hense, J., & Strüder, H. K. (2014). Acute exercise induces cortical inhibition and reduces arousal in response to visual stimulation in young children. International Journal of Developmental Neuroscience, 34, 1-8.

Montroy, J. J., Bowles, R. P., Skibbe, L. E., & Foster, T. D. (2014). Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement. Early Childhood Research Quarterly, 29(3), 298-309.

Pears, K. C., Kim, H. K., Fisher, P. A., & Yoerger, K. (2016). Increasing pre-kindergarten early literacy skills in children with developmental disabilities and delays. Journal of School Psychology, 57, 15-27.

Pears, K. C., Kim, H. K., Healey, C. V., Yoerger, K., & Fisher, P. A. (2015). Improving child self-regulation and parenting in families of pre-kindergarten children with developmental disabilities and behavioral difficulties. Prevention Science, 16(2), 222-232.

Sawyer, A. C. P., Chittleborough, C. R., Mittinty, M. N., Miller?Lewis, L. R., Sawyer, M. G., Sullivan, T., & Lynch, J. W. (2015). Are trajectories of self?regulation abilities from ages 2–3 to 6–7 associated with academic achievement in the early school years?. Child: care, health and development, 41(5), 744-754.

Schmitt, S. A., McClelland, M. M., Tominey, S. L., & Acock, A. C. (2015). Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention. Early Childhood Research Quarterly, 30, 20-31.

Tarrasch, R. (2018). The Effects of Mindfulness Practice on Attentional Functions Among Primary School Children. Journal of Child and Family Studies, 1-11.

Williams, K. E., Nicholson, J. M., Walker, S., & Berthelsen, D. (2016). Early childhood profiles of sleep problems and self?regulation predict later school adjustment. British Journal of Educational Psychology, 86(2), 331-350.

Willis, E., & Dinehart, L. H. (2014). Contemplative practices in early childhood: implications for self-regulation skills and school readiness. Early Child Development and Care, 184(4), 487-499.