期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2015
卷号：7
期号：1
页码：69-96
出版社：International Journal of Early Childhood Special Education
摘要：This article leads to several conclusions regarding self-regulation in young children which does affect academic outcomes for those who transition to formal schooling from a preschool environment. Herein we argue that children who are good self-regulators will realize greater academic success than those who cannot self-regulate in the later elementary grades. These conclusions are noteworthy given the importance placed on self-regulatory behaviour by teachers, particularly in the Early Learning Kindergarten (ELK) program where students must interact through open play with peers. The ability to self-regulate in this environment allows students to work collaboratively with others and problem solve without the intervention.
