Effect of Self-Regulating Behaviour on Young Children’s Academic Success

  • Susan de la Riva Nipissing University
  • Thomas G. Ryan Nipissing University
Keywords: Early Learning, self-regulation, academic outcomes kindergarten, transitioning


This article leads to several conclusions regarding self-regulation in young children which does affect academic outcomes for those who transition to formal schooling from a preschool environment. Herein we argue that children who are good self-regulators will realize greater academic success than those who cannot self-regulate in the later elementary grades. These conclusions are noteworthy given the importance placed on self-regulatory behaviour by teachers, particularly in the Early Learning Kindergarten (ELK) program where students must interact through open play with peers. The ability to self-regulate in this environment allows students to work collaboratively with others and problem solve without the intervention.



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How to Cite
de la Riva, S., & Ryan, T. G. (2015). Effect of Self-Regulating Behaviour on Young Children’s Academic Success. International Journal of Early Childhood Special Education, 7(1), 69-96. Retrieved from https://www.int-jecse.net/index.php/ijecse/article/view/92