Towards Dynamic Policy for Early Childhood Development Enhanced the Growth of Self-Regulations

  • Authors

    • Md. Rahimullah Miah
    • Mohamed Sharif Mustaffa
    • Surena Sabil
    • Amalia Madihie
    • Jamayah Saili
    • Alexander Kiew Sayok
    2018-08-24
    https://doi.org/10.14419/ijet.v7i3.30.18251
  • Early Childhood, Self-regulations, Education Policy, Malaysia.
  • Dynamic education policy and value system can change only with growth and development. This education plays a key role in enhancing about these changes, and the right time to initiate this process of education is better from early childhood. The study explores the issues and challenges of doing early childhood development (ECD) policy for growth of self-regulations along with Sarawakian Primary Schools in Malaysia. Recently the problems of early childhood providing primary schools at Bau district have been starling due to lack of instruments for pre-school services. These issues are now then become more tangled because of its multiracial education policy integration with students’ self-regulations from cultural diversity conditions belonging to variety beliefs and attitudes. Quantitative and qualitative related data were obtained through field observation, interviews and field surveys while secondary data collected from diverse sources. Nearly 57% of the respondents agreed for improvement of ECD policy with sustainable mechanism of monitoring and implementation at each of developmental stages of child. The research has also shown that there are gaps between the aspired and implemented comprehensive education policies for more quality preschool classes and initiatives. The study suggests future research trajectories of a new collaborative alternative dynamic approach to drive the methodological agenda and recommendations on ways to further incorporate the demanding ECD policy instruments towards growth of self-regulations.

     

  • References

    1. [1] McClelland M & Cameron C (2012), Self-regulation in early childhood: improving conceptual clarity and developing ecologically valid measures, in: Child Development Perspectives 6 (2), 136–142.

      [2] Raffaelli M, Crockett L & Shen YL (2005), Developmental stability and change in selfregulation from childhood to adolescence. The Journal of Genetic Psychology 166 (1), 54–76.

      [3] Fuhs M & Day J (2011), Verbal ability and executive functioning development in preschoolers at head start. Developmental Psychology 47(2), 404–416.

      [4] Moilanen K, Shaw D, Dishion T, Gardner F & Wilson M (2009), Predictors of longitudinal growth in inhibitory control in early childhood. Social Development 19 (2), 326–347.

      [5] Raikes HA, Robinson J, Bradley R, Raikes H & Ayoub C (2007), Developmental trends in Self-regulation among low-income toddlers. Social Development 16 (1), 128.

      [6] Fergusson D, Boden J & Horwood LJ (2013), Childhood self-control and adult outcomes: results from a 30-year longitudinal study. Journal of the American Academy of Child & Adolescent Psychiatry 52(7), 709–717.

      [7] Moffitt T, Arseneault L, Belsky D, Dickson N, Hancox R, Harrington HL, Houts R, Poulton R, Roberts B, Ross S, Sears M, Thomson WM & Caspi A (2011), A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences 108 (7), 2693–2698.

      [8] Blair C & Raver CC (2015), School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology 66, 711–731.

      [9] Suchodoletz Av, Gestsdottir S, Wanless S, McClelland M, Birgisdottir F, Gunzenhauser C & Ragnarsdottir H (2013), Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. Early Childhood Research Quarterly 28(1), 62–73.

      [10] Becker D, McClelland M, Loprinzi P & Trost S (2014), Physical activity, selfregulation, and early academic achievement in preschool children. Early Education & Development 25(1), 56–70.

      [11] Sawyer A, Miller-Lewis L, Searle A, Sawyer M & Lynch J (2015), Is greater improvement in early self-regulation associated with fewer behavioral problems later in childhood?. Developmental Psychology 51 (12), 1740–1755.

      [12] Sawyer A, Chittleborough C, Mittinty M, Miller-Lewis L, Sawyer M, Sullivan T & Lynch J (2015), Are trajectories of self-regulation abilities frm ages 2–3 to 6–7 associated with academic achievement in the early school years?. Child: Care, Health and Development 41(5), 744–754.

      [13] Holmes C, Kim-Spoon J & Deater-Deckard K (2016), Linking executive function and peer problems from early childhood through middle adolescence. Journal of Abnormal Child Psychology 44 (1), 31–42.

      [14] Florez IR (2011), Developing Young Children’s Self-Regulation through Everyday Experiences.Young Children, 1–51.

      [15] Gonzalez-Mena J & Widmeyer Eyer D (2009), Infants, Toddlers, and Caregivers: A Curriculum of Respectful, Responsive Care and Education (5th ed),. McGraw-Hill, 1– 226.

      [16] Saaty TL (2008), Decision making with the analytic hierarchy processes. International Journal Services Sciences 1(1), 83–98.

      [17] OME (Ontario Ministry of Education) (2014), How does learning happen? Ontario’s Pedagogy for the early years. Queen’s Printer for Ontario, Canada. 1–4. url: http://www.edu.gov.ca/childcare/HowLearningHappens.pdf

      [18] Goulet M (1998), Video Guide: How Caring Relationships Support Self-Regulation. Toronto, Ontario, Canada, George Brown College, 1–5.

      [19] Jarvela S & Jarvenoja H (2011), Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record 113(2), 350–374.

      [20] Zimmerman B (2008), Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal 45(1), 166–183.

      [21] Wolters CA (2011), Regulation of motivation: Contextual and social aspects. Teachers College Record 113(2), 265–283.

      [22] Harris KR, Friedlander BD, Saddler B, Frizzelle R & Graham S (2005), Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom. Journal of Special Education 39(3), 145–156.

      [23] de Bruin AB, Thiede KW & Camp G (2001), Generating keywords improves metacomprehension and self-regulation in elementary and middle school children. Journal of Experimental Child Psychology 109(3), 294–310.

      [24] Winne PH & Hadwin AF (1998), Studying as self-regulated learning. In DJ Hacker & J Dunlosky (Eds.), Metacognition in educational theory and practice, The educational psychology series. Mahwah, NJ: Erlbaum.1–5.

      [25] Wolters C (1998), Self-regulated learning and college students’ regulation of motivation. Journal of Educational Psychology 90, 224–235.

      [26] Zimmerman BJ (2004), Sociocultural influence and students’ development of academic self-regulation: A social-cognitive perspective. In DM McInerney & S Van Etten (Eds.), Big theories revisted. Greenwhich, CT: Information Age, 1, 139–164.

      [27] Zimmerman B & Risemberg R (1997), Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology 22, 73–101.

      [28] Corno L (1993), The Best-laid plans: Modern conceptions of volition and educational research. Educational Researcher 22, 14–22.

      [29] Wolters CA (2003), Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist 38, 189–205.

      [30] Harnishferger KK (1995), The development of cognitive inhibition: Theories, definitions, research. In FN Dempster & CJ Brainerd (Eds.), Interference and Inhibition in Cognition. San Diego: Academic Press, 176–206.

      [31] Kuhl J (1985), Volitional mediators of cognition–behavior consistency: self-regulatory processes and action versus state orientation. In J Kuhl & J Beckman (Eds.) Action Control: From Cognition to Behavior. New York: Springer. 101–128.

      [32] Winne PH (1995), Inherent details in self-regulated learning. Educational Psychologist 30, 173–188.

      [33] Butler DL & Winne PH (1995), Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research 65, 245–281.

      [34] Butler R (1998), Determinants of help seeking: Relations between perceived reasons for classroom help-avoidance and help-seeking behaviors in an experimental context. Journal of Educational Psychology 90, 630–643.

      [35] Ryan AM, Pintrich PR & Midgley C (2001), Avoding seeking help in the classroom: Who and why? Educational Psychology Review 13, 93–114.

      [36] Schraw G, & Moshman D (1995), Metacognitive theories. Educational Psychology Review 7, 351–371.

      [37] Khan, A., Shin, L.P., Hishan, S.S., Mustaffa, M.S., Madihie, A., & Sabil, S. (2018). Effect of personality traits and learning styles towards students’ academic achievement in Johor Bahru. International Journal of Engineering & Technology, 7 (2.10), 4-9

  • Downloads

  • How to Cite

    Rahimullah Miah, M., Sharif Mustaffa, M., Sabil, S., Madihie, A., Saili, J., & Kiew Sayok, A. (2018). Towards Dynamic Policy for Early Childhood Development Enhanced the Growth of Self-Regulations. International Journal of Engineering & Technology, 7(3.30), 251-255. https://doi.org/10.14419/ijet.v7i3.30.18251