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First do no harm: How teachers support or undermine children's self-regulation

  • Published:2022 Issue: Volume:59 Page:172-185
  • ISSN:0885-2006
  • Container-title:Early Childhood Research Quarterly
  • language:en
  • Short-container-title:Early Childhood Research Quarterly

Author:

Phillips Deborah A.,Hutchison Jane,Martin Anne,Castle Sherri,Johnson Anna D.

Publisher

Elsevier BV

Subject

Sociology and Political Science,Developmental and Educational Psychology,Education

Reference82 articles.

1. Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions;Acar;European Early Childhood Education Research Journal,2017

2. For better and for worse: differential susceptibility to environmental influences;Belsky;Current Directions in Psychological Science,2007

3. Executive functions and school readiness intervention: impact, moderation, and mediation in the Head Start REDI program;Bierman;Development and Psychopathology,2008

4. Stress and the development of self-regulation in context;Blair;Child Development Perspectives,2010

5. Social stratification, classroom climate, and the behavioral adaptation of kindergarten children;Boyce,2012

Cited by 8 articles. 订阅此论文施引文献 订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Exploring the features of the self-regulatory environment in kindergarten classrooms;Journal of Applied Developmental Psychology;2024-07

2. Development and validation of a self‐regulated learning teaching scale for preschool teachers;European Journal of Education;2024-02-06

3. Behavioral Self-Regulation Skills and the Teacher-Child Relationship in Early Childhood;International Journal of Contemporary Educational Research;2023-06-26

4. A Benefit–Cost Analysis of Tulsa Pre-K, Based on Effects on High-School Graduation and College Attendance;Journal of Benefit-Cost Analysis;2023

5. Educación infantil y calidad docente;HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades;2022-12-15
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