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Clinical Child and Family Psychology Review
Gepubliceerd in:

18-02-2019

Measuring Young Children’s Executive Function and Self-Regulation in Classrooms and Other Real-World Settings

Auteur: Dana Charles McCoy

Gepubliceerd in: Clinical Child and Family Psychology Review | Uitgave 1/2019

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Abstract

A number of different approaches are currently used for assessing young children’s executive function (EF) and self-regulation (SR) skills. Nevertheless, guidance for stakeholders aiming to assess EF and SR in real-world settings (e.g., preschool classrooms) is currently lacking. In the present article, I review the properties, strengths, and weaknesses of three common approaches to EF and SR measurement: direct assessments, adult reports, and observational tools. Building on this general review, I next highlight several considerations specific to EF and SR measurement of young children in everyday contexts. In particular, I consider the ecological validity, interpretability, and scalability of each approach to EF and SR measurement, concluding with future directions for research.
vorige artikel Promoting Children’s Healthy Habits Through Self-Regulation Via Parenting
volgende artikel The Direct and Indirect Relations Between Self-Regulation and Language Development Among Monolinguals and Dual Language Learners
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Metagegevens
Titel
Measuring Young Children’s Executive Function and Self-Regulation in Classrooms and Other Real-World Settings
Auteur
Dana Charles McCoy
Publicatiedatum
18-02-2019
Uitgeverij
Springer US
Gepubliceerd in
Clinical Child and Family Psychology Review / Uitgave 1/2019
Print ISSN: 1096-4037
Elektronisch ISSN: 1573-2827
DOI
https://doi.org/10.1007/s10567-019-00285-1

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