Bidirectionality in self-regulation and academic skills in play-based early childhood education

This article investigates the bidirectional (two-way) relationships between self-regulation, mathematics, vocabulary and phonological awareness in children during the transition from kindergarten to school. Two research questions are stated: (1) does self-regulation in kindergarten predict mathematics skills in Year 1, an expressive vocabulary and phonological awareness (previous skills taken into consideration)? (2) does kindergarten mathematics, an expressive vocabulary and phonological awareness predict self-regulation in Year 1?

The results showed that there were bidirectional relationships between self-control and mathematics, but not between self-control and an expressive vocabulary or phonological awareness. An expressive vocabulary predicted significant self-control, and self-control predicted significant phonological awareness, despite the fact that the latter association was less pronounced when vocabulary was taken into consideration. Given these mutual relationships, intentionally targeting a combination of these skills in a playful manner may possibly support children’s transition from a play-based kindergarten to a formal educational environment in Year 1.

A total of 243 children were involved in the investigation, with parental consent. The researchers observed the children carrying out exercises in self-control, mathematics, vocabulary and phonological awareness. In addition, the parents were asked to complete a demographic questionnaire about their level of education, country of birth and their children’s age and gender, among other things.

ten Braak, D., Størksen, I., Idsoe, T. & McClelland, M. (2019). «Bidirectionality in self-regulation and academic skills in play-based early childhood education». Journal of Applied Developmental Psychology, 65:e101064.