Annotated Bibliography: Exploring Self-Regulation in Child Development

This annotated bibliography explores the concept of self-regulation in child development, focusing on its impact on academic skills, emotional regulation, and task attentiveness. It reviews six articles by prominent researchers, including Becker et al. (2014), Gilmore and Cuskelly (2017), Pears et al. (2015), Sawyer et al. (2015), Schmitt et al. (2015), and Willis and Dinehart (2014). The articles address various aspects, such as the influence of play activities, mastery motivation, learning disabilities, kindergarten transitions, and intervention programs. The bibliography highlights key findings and implications, such as the positive correlation between self-regulation and academic achievement, the importance of emotional regulation, and the effectiveness of educational interventions. The studies emphasize the need for further research and the role of educators and parents in fostering self-regulatory skills. This resource, available on Desklib, aims to provide a comprehensive overview of the current research landscape in self-regulation and its significance in early childhood development, offering valuable insights for students and researchers alike.

Running head: SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
Name of the Student
Name of the University
Author Note

1SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
Introduction
The self-regulatory skills are an important part in the development of the academic skills
of the concerned student. The following annotated bibliography aims to discuss the issues in
response to the skills that are developed among the toddlers. The following annotated
bibliography attempts a review on the studies that were undertaken by the eminent experts in the
matter. The following discussion opens with a critique on six different articles that are related to
the importance of the self-regulation skills during the early childhood. The discussion then
proceeds to summarize the findings and the observations of the articles in discussion.

2SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
Critiques
Article authors
and date
Research question and
methodology
Research quality Key findings Key implications
1. Becker et al.
(2014)
 The research
aimed to discuss
whether the
engagement of the
children during the
recess times in the
play activities is
related to the
development of
the qualities of
self-regulation.
 The research
quality that is
depicted within
the given article
is sound in
nature.
 The findings of
the study cannot
be generalized
due to the small
sample size.
 The study
revealed that the
 The children
seem to achieve
better self-
regulatory
techniques in
cases where the
children
depicted a
higher level of
sports
activities.
 The findings of the
study might assist
the concerned
parents on the
involvement of the
concerned children
in the play
activities (Carson
et al., 2016).
However, the
authors suggest
that more research
is required for

3SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
higher levels of
the physical
activities among
the children,
however led to
the lowering of
their contribution
in the fields of
mathematics and
other fields of
emergent literacy
(Mierau et al.,
2014).
discussing the
effect of the play
activities of the
concerned students
on their academic
capabilities.
2. Gilmore and
Cuskelly, (2017)
 The authors of the
article majorly
focus on the
individuals who
 The research
quality that is
depicted within
the given article
 The article
suggests that
though the
discussed
 The study reveals
that the patience
among the parents
and the educators

4SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
have been
suffering from the
Down syndrome.
The article aims to
deal with the self-
regulation and the
mastery
motivation on the
adult results for
the people who
have been affected
by the Down
Syndrome.
is sound in
nature.
 The findings of
the study cannot
be generalized
due to the small
sample size.
 The study aims to
discuss the
factors that are
related to the
individual
characteristics of
the concerned
individual.
 The study faces
certain limitations
factors do not
tend to bear
similarity
among
themselves, yet
they do have a
greater
influence on the
future lives of
the individual.
might assist the
concerned students
in the development
of the various
academic as well
as the social skills
(Hauser-Cram,
Woodman &
Heyman, 2014).

5SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
due to the fact
that the sample
size that was
considered for the
study was
extremely low
(Józsa et al.,
2017). Thus, the
findings of the
study cannot be
generalized.
3. Pears et al. (2015)  The authors in this
article attempt a
discussion on the
matters that
pertain to the
difficulties that are
 The research
quality that is
depicted within
the given article
is sound in
 The major
findings of the
article state that
the fact that the
transitions
during the
 The concerned
study in discussion
helps the parents
as well as the
educators of the
concerned child to

6SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
faced by the
children at the
onset of their
school lives.
nature.
 The findings of
the study can be
generalized due
to the large
sample size. The
authors of the
article had
studied over 209
children as well
as their families.
The participants
of the study were
divided four
different yearly
cohorts. The
cohorts contained
kindergarten
days might
affect the
psyche of the
concerned
children in a
negative
manner.
implement the
measures that
might help the
child with the
transition of the
concerned students
from one school to
the other (Pears et
al., 2016).

7SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
of 50 – 55
members each.
The authors took
the help of the
ESCE services
that are dedicated
for the young
children
 The impacts of
the article reveal
the fact that the
transitions during
the kindergarten
days might affect
the psyche of the
concerned
children in a

8SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
negative manner
(McDermott et
al., 2018).
4. Sawyer et al.,
(2015)
 The authors of the
article tend to shed
light on the
association that
exists among the
two different
aspects related to
the self-regulation
among the
students in the
kindergarten
years.
 The research
quality that is
depicted within
the given article
is sound in
nature.
 The study had
been completed
by taking into
consideration the
responses that
were put forth by
the parents of the
concerned
 The findings of
the study
indicated that
the concerned
children might
improve the
task
attentiveness by
improving their
skills in the
subjects like
mathematics.
 The implications
of study might be
useful in bringing
about a certain
improvement in
the task
attentiveness as
well as the
regulation of the
emotions as
depicted by the
concerned
students.

9SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
children.
 The findings of
the study
indicated that the
concerned
children might
improve the task
attentiveness by
improving their
skills in the
subjects like
mathematics
(Williams et al.,
2016).
5. Schmitt et al.,
(2015)
 Schmitt et al.,
(2015) attempts a
 The findings of
the study cannot
 The findings of
the study
 The implications
of the study reveal

10SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
discussion on the
matters that
pertain to the
efficacy of the
intervention of the
self-regulation
among the various
students who have
been experiencing
risks in the matters
of the
demography.
be generalized
due to the small
sample size. The
study was
conducted on the
small sample size
of 276 children
who have been
put in to 14
different head
start classrooms.
 The implications
of the study
indicate that the
children
subjected to the
various
involve the
facts that the
concerned
intervention
might help in
the academic
achievement
and the self-
regulatory
activities of the
students who
have been
pursuing their
education at the
kindergarten
levels.
the fact that the
students who have
been involved in
the various
intervention
groups have better
skills of self-
regulation
(McClelland et al.,
2014).

11SELF-REGULATION - ANNOTATED BIBLIOGRAPHY
intervention
groups reveal a
better self-
regulation than
those who have
been a part of the
control groups.
 The limitations of
the study relate to
the facts that the
intervention
games were
implemented by
the research
assistants and not
by the teachers
(Montroy et al.,