The development of self-regulation across early childhood

Abstract

The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and 7 years, with a direct focus on possible heterogeneity in the developmental trajectories, and a set of potential indicators that distinguish unique behavioral self-regulation trajectories. Across 3 diverse samples, 1,386 children were assessed on behavioral self-regulation from preschool through first grade. Results indicated that majority of children develop self-regulation rapidly during early childhood, and that children follow 3 distinct developmental patterns of growth. These 3 trajectories were distinguishable based on timing of rapid gains, as well as child gender, early language skills, and maternal education levels. Findings highlight early developmental differences in how self-regulation unfolds, with implications for offering individualized support across children. (PsycINFO Database Record

Figure 1

Random subset of 25 children per sample’s (75 total) smoothed behavioral self-regulation trajectories

Figure 2

Latent growth curve model of the developmental trajectory of behavioral self-regulation by sample.

Figure 3

Predicted developmental trajectories for behavioral self-regulation by sample. A. MLSELD preschool sample, B. Oregon sample, C. Michigan longitudinal sample, D. all samples picture together; MI = Michigan.