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Ethnicity, Self-Regulation, and Academics in Preschool

Discussions on Sensitive Issues

ISBN: 978-1-78560-293-1, eISBN: 978-1-78560-292-4

Publication date: 3 October 2015


With the call for educational policies focusing on more accountability and high stakes testing, educational legislations are putting the overall development of the preschool child at risk. Children spend much of their day preparing for standardized tests and skills such as self-regulation are not supported in early elementary grades. Research demonstrates that students who enter kindergarten without self-regulatory skills are at greater risk for difficulties such as peer rejection and low levels of academic achievement.

This chapter explores the association between self-regulation specifically, cognitive, impulse control, ethnicity, and academic achievement in preschool Dual Language Learners (DLL). Results revealed that cognitive control and academics vastly differs in Hispanic/Latino and African American preschool students. Implications for practice and policy are further discussed.



Guirguis, R.V. (2015), "Ethnicity, Self-Regulation, and Academics in Preschool", Discussions on Sensitive Issues (Advances in Early Education and Day Care, Vol. 19), Emerald Group Publishing Limited, Leeds, pp. 89-111.



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