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Publication
Child functioning in inclusive preschools: Associations between self-regulation, engagement, prosociality, and hyperactivity
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| 1.63 MB | Adobe PDF |
Advisor(s)
Abstract(s)
This longitudinal study examined three groups of children with different levels of developmental functioning
who were attending the same inclusive preschool classrooms. It investigated whether gains in self-regulation
varied according to developmental functioning and whether the longitudinal associations between selfregulation
and later engagement, prosociality, and hyperactivity differed between children with low, medium,
and high levels of functioning. Participants comprised 247 preschoolers. Fifty-four were low functioning, 78 were
low-medium functioning, and 115 were medium-high functioning. All groups improved their self-regulation over
time, though initial levels and growth patterns were different. Children with low-medium functioning showed
more accelerated gains than the other groups. Gains in self-regulation were associated with lower hyperactivity
and higher engagement in all groups by the end of preschool. Developmental functioning was related to later
prosociality and engagement. The results revealed potential differentiated trajectories for children within the
same classrooms, highlighting the interdependence of developmental functioning and self-regulation.
Description
Keywords
Engagement Hyperactivity Inclusive preschools Prosociality Self-regulation trajectories