Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategies-Reference-Cited by-同舟云学术

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Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategies

Published:2024-03-14 Issue:3 Volume:45 Page:290-311
ISSN:1090-1027
Container-title:Journal of Early Childhood Teacher Education
language:en
Short-container-title:Journal of Early Childhood Teacher Education

Author:

Bautista Alfredo¹^ORCID,Williams Kate E.²^ORCID,Lee Kerry¹^ORCID,Ng Siu-Ping¹^ORCID

Affiliation:

1. Centre for Educational and Developmental Sciences, Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong SAR, China

2. Department of Education, University of the Sunshine Coast Australia, Moreton Bay, Queensland, Australia

Funder

General Research Fund

Research Grants Council

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/10901027.2024.2327424

Reference69 articles.

1. Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment

2. Poverty, Self-Regulation and Executive Function, and Learning in K-2 Classrooms: A Systematic Literature Review of Current Empirical Research

3. Barkley R. A. (2012). Executive functions: What they are how they work and why they evolved [book]. The Guilford Press. https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=456505&site=ehost-live&scope=site

4. “That’s just impossible in my kindergarten.” Advocating for ‘glocal' early childhood curriculum frameworks

5. Professional Learning Communities in Chinese Preschools: Challenging Western Frameworks

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