Physical activity, self-regulation, and early academic achievement in preschool children
Becker, Derek R., McClelland, Megan M., Loprinzi, Paul, & Trost, Stewart G. (2014) Physical activity, self-regulation, and early academic achievement in preschool children. Early Education and Development, 25(1), pp. 56-70.
The present study investigated whether active play during recess was associated with self-regulation and academic achievement in a prekindergarten sample. A total of 51 children in classes containing approximately half Head Start children were assessed on self-regulation, active play, and early academic achievement. Path analyses indicated that higher active play was associated with better self-regulation, which in turn was associated with higher scores on early reading and math assessments.
Practice or Policy
Results point to the benefits of active play for promoting self-regulation and offer insight into possible interventions designed to promote self-regulation and academic achievement.
Impact and interest:
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|Item Type:||Journal Article|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Health|
|Deposited On:||13 May 2014 23:18|
|Last Modified:||14 May 2014 23:10|
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