Journal Article Summary
Social Psychology Article
Introduction
The article discusses the study of the school readiness on its neglected children. This
article will highlight the importance of the early cognitive ability, language ability, and its
academic achievement on the child outcomes for school readiness. This article will provide a
longitude study on children from infancy, through preschool self-regulation, and to early
elementary school social emotional outcomes (Russell et al. 2016).
Purpose
The purpose of this study is to address the effects of early home environment and its
contribution to school readiness for elementary education. It also addresses the impact of self-
regulation skills to support the child in the elementary education.
Hypothesis
This article addresses the following questions:
(1) How does the early home environment contribute to school readiness for elementary
education?
(2) How do preschool self-regulation skills support social-emotional competencies in 1st grade?
(3) Are the effects of the home environment during the first three years mediated by preschool
self-regulation skills, or do early home environments have a direct impact on 1st-grade social-
emotional competencies?
Methodology
Sample
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The participant families were recruited in 1991 from hospitals located in 10 locations in the
United States. However, this article focuses on data collected over the first seven years—through
the data collection time point anchored in children’s 1st-grade year. The sample for this study
included 1,264 children for whom there was at least partial data for all measures and whose
families passed the exclusion criteria.
Measures
Measures were completed in three sets corresponding to their developmental sequence, as
follows: (1) caregiving context during the first 3 years of life, (2) child’s preschool self-
regulation, and (3) social-emotional competencies in 1st grade.
Procedures
Data included in the present analyses were drawn from four data collection time points in
the NICHD SECCYD protocol: 15 months, 36 months, 54 months, and 1st grade. (Russell et al.
2016). The measures included in this analysis yield data from teacher reports, parent reports, and
observational sources collected either in the child’s home, in a child care center, or in the
laboratory setting.
Results
Their results predicted their seven years of extensive data and analysis that if given
positive relationships at the home, then the child would have a more positive outcome self-
regulating their emotions and develop proper social-emotional competence with themselves.
After reviewing this study, it can be concluded how much of an impact that self-regulation can
be if not given the proper measurements from their caregiver. What can be examined is how
much it is important for a child to have an adequate caregiver and positive relationships.
Practical Significance
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Why is this study relevant/meaningful?
This study was meaningful because it shows the importance of how self-regulation can provide
insight on the child academic readiness and also a part of their own social interaction with other
children. Children that displayed secured attachments were shown to have more positive
outcomes by the mother being on a higher educational level. However, it also shown how
children with better living environment has more of a positive ability to be able to self-regulate
their emotions at home and in their classroom because of their social interaction.
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References
Beth S. Russell, Jungeun Olivia Lee, Susan Spieker & Monica L. Oxford (2016) Parenting and
Preschool Self-Regulation as Predictors of Social Emotional Competence in 1st Grade,
Journal of Research in Childhood Education, 30:2, 153-169, DOI:
10.1080/02568543.2016.1143414
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