Behavior Regulation and Early Math and Vocabulary Knowledge in German Preschool Children

Autor/inn/en	von Suchodoletz, Antje; Gunzenhauser, Catherine
Titel	Behavior Regulation and Early Math and Vocabulary Knowledge in German Preschool Children
Quelle	In: Early Education and Development, 24 (2013) 3, S.310-331 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2012.693428
Schlagwörter	Self Control; Foreign Countries; Vocabulary Development; Mathematics Skills; Student Adjustment; Preschool Children; Individual Differences; Measures (Individuals); Task Analysis; Standardized Tests; Gender Differences; Role; Student Behavior; Child Behavior; Bayesian Statistics; Germany; Kaufman Assessment Battery for Children + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Ausland; Wortschatzarbeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Individueller Unterschied; Messdaten; Aufgabenanalyse; Standadised tests; Standardisierter Test; Geschlechterkonflikt; Rollen; Student behaviour; Schülerverhalten; Deutschland
Abstract	Research Findings: Behavior regulation, including paying attention, remembering instructions, and controlling action, contributes to children's successful adaptation to and functioning in preschool and school settings. This study examined the development of behavior regulation in early childhood and its potential contribution to individual differences in children's early knowledge (mathematics and vocabulary). Sixty German preschool children were administered a direct observational measure of behavior regulation, the Head-to-Toes Task, and a standardized test to assess early mathematics and vocabulary. Results revealed significant gains in behavior regulation between of 3 and 4 years of age. Moreover, early gender differences were found, with girls outperforming boys at age 4. Behavior regulation was significantly related to performance on the academic tasks, but the pathways to math and vocabulary knowledge differed. Practice or Policy: Discussion focuses on the role of behavior regulation in early academic achievement. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10