Be good, know the rules’: Children’s perspectives on starting school and self-regulation
Ailbhe Booth,
Christine O'Farrelly,
Eilis Hennessy and
Orla Doyle
Open Access publications from School of Economics, University College Dublin
Abstract:
Despite the importance of self-regulation for school readiness and success across the lifespan, little is known about children’s conceptions of this important ability. Using mixed-method interviews, this research examined kindergarten children’s (n?=?57) perspectives on self-regulation in a disadvantaged area in Dublin, Ireland. Children depicted school as requiring regulation of their emotional, cognitive and behavioural responses. They characterised school as a dynamic setting, placing emphasis on the regulatory challenges of the outdoor environment. Children also described difficulties associated with navigating complex social interactions, often without assistance from external supports. The results inform strategies to support children’s emerging self-regulation abilities.
Keywords: Child development; Children’s perspectives; School readiness; Self-regulation; Socioeconomic disadvantage (search for similar items in EconPapers)
Pages: 16 pages
Date: 2019-04
New Economics Papers: this item is included in nep-ure
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Published in: Childhood, 26(4) 2019-04-08
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http://hdl.handle.net/10197/10149 Open Access version, 2019 (application/octet-stream)
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Persistent link: https://EconPapers.repec.org/RePEc:ucn:oapubs:10197/10149
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