Supporting And Developing Self-Regulatory Behaviours In Early Childhood In Young Children With High Levels Of Impulsive Behaviour

Abstract

Deficits in self-regulatory skills underlie or contribute to a range of adverse developmental problems and disorders, including ADHD (Barkley, 1997), eating disorders (Attie & Brooks-Gunn, 1995) and risk-taking behaviour (Cantor & Sanderson 1998; Eisenberg et al., 2005). Self-regulation has been recognised as an important factor in aiding academic achievements of school-age children. There is less knowledge of the subject in early childhood, yet the development of self-regulatory has been described as an important milestone in early childhood development (Shonkoff & Phillips, 2000). This research describes the implementation of an intervention programme in kindergartens that aimed to help young children with highly impulsive behaviour, develop self-regulatory behaviors. The children were identified by the Achenbach Child behaviour check list (1.5-5) and by the kindergarten teachers. This Research was based on mixed methods. The quantitave data reveled a number of children with highly impulsive behaviour and difficulties in self-regulation. The qualitative data gave a deeper interpretation to these children’s behaviour and the difficulties involved. After the implementation of the program the kindergarten teachers reported on an increase in the children’s self–regulatory skills. By understanding and supporting the processes involved in the development of self-regulation skills, it might be possible for significant adults in young children's lives to have a substantial effect in aiding young children, who are highly impulsive. This was the rationale for the present research.