While there is research on self-regulation in early childhood and its relation to language development, there is a paucity of research centering on self-regulatory skills and young Latinx learners. This book's originality and contribution to the field are based on the unique focus on developing executive functioning skills related to Latinxs.

Autorentext

Ruth Guirguis, Ed.D., is Associate Professor in the Teacher Education Department at Borough of Manhattan Community College/City University of New York. Her research is primarily focused on dual language learners and the association between self-regulation and play as well as pedagogical practices that support students in higher education. Raquel Plotka, Ph.D., is Associate Professor in the Education Department at Pace University. Her scholarship is grounded in the belief that children's experiences in their first years of life are dominant influences in their adult lives. She studies the role of caregiver-child interactions in supporting social, emotional, and language development in early childhood. She is especially interested in interactions that support the development of young children from diverse cultural backgrounds, with an emphasis on Latinx children. She has presented her research at national and international conferences and has published multiple journal articles. She is passionate about early childhood research that informs policy and practice.

Inhalt

ACKNOWLEDGMENTS - INTRODUCTION - EARLY CHILDHOOD PROGRAMS AND LATINX CHILDREN - THEORETICAL BACKGROUND: FOUCAULT AND VYGOTSKY - SELF-REGULATION AND CRITICAL ASSOCIATIONS - CURRENT DATA ON SELF-REGULATION IN LATINX PRESCHOOLERS - IMPLEMENTING SELF-REGULATION PRACTICES FOR LATINX PRESCHOOLERS - LESSONS LEARNED -AFTERWORD - APPENDIX A - APPENDIX B - REFERENCES.