Description
ABSTRACT One of the most studied and complex components of early childhood is the development of self-regulation. The advances children make in their early school years are of particular interest, as it appears that this is when children typically progress to a more advanced, cognitive behavioral forms of self-regulation. However, there is a great deal of research that suggests a wide variation in the level of self-regulation skills children develop during those early school years. For this project I will examine the development of self-regulation and how it correlates with academic achievement. I will also look at the socioeconomic factors that may affect the development of self-regulation with the possibility of an academic influence.
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