The Development of Self-Regulation With Preschool Dual Language Learners

• In Event: Play Research, Practices, and Policies: Building Connections, Empowering Diverse Communities, and Improving Early Childhood Education

Abstract

Objectives and Purposes: The express purpose of this quantitative study is to examine a relationship between self-regulation skills and language acquisition skills with DLL preschoolers. Simply, this paper endeavors to describe an investigation with DLL participants in using two different curricula that incorporated play (a) Creative Curriculum and (b) Tools of the Mind to better understand the advantages two languages have on the development and use of language for academic success in kindergarten. The following hypothesis was examined: H1: It was predicted that there would be a positive relationship between self-regulation and language acquisition skills of dual language learners (DLLs), such that as self-regulation increases, language skills would also increase.

Theoretical Framework:
The rationale for this study was based on the theoretical underpinnings of Vygotsky’s (1978) socio-cultural perspective on cognitive development and play. Vygotsky described several roles involved in executive functions, such as self-regulation, (Bodrova & Leong, 2007) that are crucial to preschool students as they engage in playful interactions.

Methods, techniques, or modes of inquiry:
Thirty-two preschool DLL children (19 males, 13 females) participated in the study in two preschool settings: a community-based CBO and Head Start center. Data sources to categorize children’s home language exposure were: (a) parent demographic data reported to the CBO and Head Start, (b) teacher reports on language exposure, and (c) the Pre-Idea Proficiency Test – Oral English (Ballad & Tighe, 2010) and Pre-Idea Proficiency Test – Oral Spanish (Ballad & Tighe, 2010). Self-regulation was measured with: The Preschool Self-Regulation Assessment (PSRA) (Murray & Kochanska, 2002).

Data Sources, evidence, materials
Once the sample of participants was collected, language surveys from parents and language acquisition surveys from teachers were examined to determine DLL students and their English language levels. When DLL classification was determined, students were tested either in English or Spanish with self-regulation and language measures for Time 1. After six months, students were re-administered the assessments for Time 2 evaluations.

Results
The variables for self-regulation were correlated for Time 1 and 2. Time 1 correlation revealed a significant positive correlation (r = .528, p < .01) between cognitive control and language with a moderately high association. Thus 28% of variance in cognitive scores can explain for language proficiency. Time 2 results revealed cognitive control and language had a significant positive correlation (r = .687, p < .01) with stronger association (47% of variance in cognitive scores can explain for language proficiency).

Scholarly Significance of Study
Vygotsky (1978) proposed that self-regulation allows students to take advantage of their learning environment as impulses and cognition is controlled. Hence, less programmatic and instructional practices (Brown, 2011) and more scaffolded play are needed to support self-regulation.
Schools need to provide a strong language program that includes play that is sensible to the needs of DLLs and their language needs. Vygotsky’s (1978) theories on speech/language suggest self-regulation of thoughts and behaviors are acquired through the internalization of their teacher/caregiver’s speech.

Author

• Ruth Guirguis