The Impact of "Begin to" ECSEL on Children's Self-Regulation, Executive Functions and Learning

Autor/inn/en	Housman, Donna K.; Cabral, Howard; Aniskovich, Katsiaryna; Denham, Susanne A.
Titel	The Impact of "Begin to" ECSEL on Children's Self-Regulation, Executive Functions and Learning
Quelle	In: Early Child Development and Care, 193 (2023) 2, S.159-173 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2022.2071869
Schlagwörter	Self Control; Executive Function; Intervention; Preschool Children; Emotional Development; Early Childhood Education; Program Evaluation; Cognitive Development; Social Development; Private Schools; Massachusetts + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Gefühlsbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Programme evaluation; Programmevaluation; Kognitive Entwicklung; Soziale Entwicklung; Private school; Privatschule; Master-Studiengang
Abstract	Research has shown that the first few years of a child's life are critical for developing executive functioning and emotional regulatory skills. This study aimed to evaluate how begin to ECSEL (Emotional, Cognitive and Social Early Learning), an intervention designed to promote young children's emotional competence, influenced children's self-regulation and executive functions. The study collected data from 94 children, aged 2-6 years old, through behavioral testing and compared them to a matched group of children who had not been exposed to the begin to ECSEL programme. Children's self-regulation and executive functioning skills were assessed using four specific tasks from the Preschool Self-Regulation Assessment: balance beam, pencil tap, snack delay and toy wrap. Results demonstrated that children who were enrolled in the begin to ECSEL programme performed significantly better than the comparison group, suggesting significantly better self-regulation and executive function skills as a result of the begin to ECSEL intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01