Seung-Hee Son

Measuring Behavioral Regulation in Four Societies

The present study examined the psychometric properties of scores from a direct measure of behavioral regulation, the Head-Toes-Knees-Shoulders task (HTKS) with 3- to 6-year-old children in the United States, Taiwan, South Korea, and China. Specifically, we investigated (a) the nature and variability of HTKS scores, including relations to teacher-rated classroom behavioral regulation; and (b) relations between the HTKS and early mathematics, vocabulary, and literacy skills. Higher HTKS scores were significantly related to higher teacher ratings of classroom behavioral regulation in the United States and South Korea but not in Taiwan and China. Also, higher HTKS scores were significantly related to higher early mathematics, vocabulary, and literacy skills beyond the influence of demographic variables and teacher-rated classroom behavioral regulation. These initial findings suggest that HTKS scores may be interpreted as reflecting early behavioral regulation in these 4 societies and that behavioral regulation is important for early academic success in the United States and in Asian countries.

Changes in Parent Involvement across the Transition from Public School Prekindergarten to First Grade and Children's Academic Outcomes.

Between- and within-family changes in 4 dimensions of parent involvement in childrens learning were examined from prekindergarten to kindergarten and from kindergarten to first grade. Childrens literacy, language, and mathematics skills were individually assessed at prekindergarten entry and end of first grade. Parents provision of cognitive stimulation decreased overall from prekindergarten to kindergarten (d = −.26) and from kindergarten to first grade (d = −.53), and variety of out-of-home experiences increased from kindergarten to first grade (d = .30). A substantial percentage of the sample increased or decreased their participation in home-based or school-based activities. The degree of change in parent provision of cognitive stimulation from kindergarten to first grade and variety of out-of-home experiences from prekindergarten to kindergarten predicted childrens first-grade mathematics skills. Increases in home learning resources from prekindergarten to kindergarten were associated with higher first-grade mathematics outcomes of children with lower prekindergarten-entry mathematics skills.

Links Between Preschoolers' Behavioral Regulation and School Readiness Skills: The Role of Child Gender

Research Findings: We examined relations among preschoolers behavioral regulation, gender, and school readiness outcomes in preacademic and classroom skills using a sample of South Korean preschoolers aged 3–5 (N = 229). Behavioral regulation was assessed using a direct measure, the Head–Toes–Knees–Shoulders task, which requires children to switch rules by responding in the opposite way to 4 different oral commands. Results demonstrated nonsignificant gender differences in behavioral regulation and academic skills but significant gender differences in classroom work-related skills and social skills, with higher scores for girls. Multilevel path modeling revealed that behavioral regulation predicted none of the preacademic skills and classroom behaviors after child age, gender, verbal intelligence, maternal education, and classroom nesting were controlled. However, there was an interaction effect of behavioral regulation and gender for early reading; the contribution of behavioral regulation to early reading was positive and stronger for boys. Practice or Policy: These results suggest that behavioral regulation is not an overall strong predictor of school readiness in South Korean children. Early educators need to support the development of behavioral regulation skills, especially for boys, as these skills may work as an important path to school readiness when children lack other classroom social strategies and resources.