Unique Contributions of Impulsivity and Inhibition to Prereading Skills in Preschoolers at Head Start

Autor/inn/en	Fuhs, Mary Wagner; Wyant, Autumn B.; Day, Jeanne D.
Titel	Unique Contributions of Impulsivity and Inhibition to Prereading Skills in Preschoolers at Head Start
Quelle	In: Journal of Research in Childhood Education, 25 (2011) 2, S.145-159 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
Schlagwörter	Concept Formation; Early Childhood Education; Disadvantaged Youth; Preschool Children; Inhibition; Prereading Experience; Emergent Literacy; At Risk Students; Low Income Groups; Persistence; Negative Attitudes; Student Characteristics; Alphabets; Student Behavior; Metropolitan Readiness Tests; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Benachteiligter Jugendlicher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hemmung; Frühleseunterricht; Ausdauer; Negative Fixierung; Buchstabenschrift; Student behaviour; Schülerverhalten
Abstract	The goal of this study was to explore the relationship between temperament (specifically impulsivity and inhibition) and prereading skills (letter knowledge and print concepts) in preschool children from disadvantaged backgrounds. The participants in the study were 111 preschool children with a mean age of 58.09 months (SD = 5.80) attending Head Start. Results from hierarchical multiple regression analyses indicated that lower levels of impulsivity (consisting of persistence, negative emotionality, and activity-level characteristics) and lower levels of inhibition made unique contributions to higher letter knowledge and print concepts skills. Theoretical implications for early childhood education and directions for future research are highlighted. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10