Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Thinking About Thinking: Children’S Awareness And Development Of Metacognitive Emotion Regulation, Reilly Rowland
Thinking About Thinking: Children’S Awareness And Development Of Metacognitive Emotion Regulation, Reilly Rowland
UNLV Theses, Dissertations, Professional Papers, and Capstones
Metacognitive emotion regulation is a complex system of our underlying thinking that contributes to the emotions that we endure. By gaining an understanding of this concept, young children can learn various strategies, e.g. cognitive reappraisal, problem solving, and delayed gratification, to help alter their thoughts and/or goals to alleviate negative emotion. Thus, they are able to increase their confidence in their own metacognitive emotion regulation abilities and awareness. This study explored the awareness of young children and their metacognitive emotion regulation abilities, the strategies that young children take part in to try and control negative emotion, and the learning strategies …
Effects Of Environment On Children's Motor Scores, Eligibility Status, And Administration Times, Derrick Mittelstadt, Abigail Parker, Kirsten Pickett, Heather Temkin
Effects Of Environment On Children's Motor Scores, Eligibility Status, And Administration Times, Derrick Mittelstadt, Abigail Parker, Kirsten Pickett, Heather Temkin
UNLV Theses, Dissertations, Professional Papers, and Capstones
Best practices for assessing developmental skills in young children focus on naturalistic observation in everyday settings, but the effects of environment on test scores, eligibility status and administration time have not been explored. The Peabody Developmental Motor Scales-Second Edition (PDMS-2) was administered to 34 children aged 18 to 59 months in natural and pull-out settings. PDMS-2 total, gross, and fine motor quotient (TMQ, GMQ, and FMQ) scores were significantly lower in the natural environment (p’s≤.014). Based on our results, more children would qualify for services when tested in natural environments using TMQ and GMQ scores. It also took significantly longer …
Emergent Literacy Skills Of Young Children With Autism: A Comparison Of Teacher-Led And Computer-Assisted Instruction, Jason Christopher Travers
Emergent Literacy Skills Of Young Children With Autism: A Comparison Of Teacher-Led And Computer-Assisted Instruction, Jason Christopher Travers
UNLV Theses, Dissertations, Professional Papers, and Capstones
Young children with autism often are identified as experiencing problems in language, social, and behavioral development. Current research typically focuses on these three areas with little attention paid to the academic learning of these children. Because of this, young children with autism often do not engage in typical early literacy experiences (e.g.., emergent literacy activities). This can result in these children being at risk for developing poor literacy skills. It is important that researchers begin to explore systematic literacy instruction for young children with autism to not only increase literacy learning, but also facilitate the inclusion of these children in …