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Development, Construct Validation, and Normalization of a New Early Childhood Self-Regulation Assessment Scale
1Department of Educational Psychology and Leadership Studies, University of Victoria, 3800 Finnerty Road (Ring Road), P.O. Box 1700 STN CSC, Victoria, BC V8W-2Y2 Canada.
Early Childhood Education Journal
|March 15, 2023
Summary
This study developed the Self-Regulation Assessment Scale for Early Childhood (SASEC) to evaluate observed behaviors in young children. The SASEC is a validated tool for assessing self-regulation in preschool settings.
Area of Science:
- Child Development
- Psychology
- Educational Psychology
Background:
- Existing self-regulation assessment tools vary in definition and purpose.
- A need exists for a standardized measure of observed self-regulation in early childhood settings.
Purpose of the Study:
- To develop, validate, and norm the Self-Regulation Assessment Scale for Early Childhood (SASEC).
- To create a tool for evaluating observed self-regulation behaviors in young children during naturalistic play.
Main Methods:
- Employed an exploratory sequential mixed methods research design.
- Qualitative component: Grounded theory analysis of parent and educator interviews/focus groups (N=168).
- Quantitative component: Video-recorded play behaviors of children (N=147, ages 3-5) analyzed using factor analysis, hierarchical linear modeling, and multiple linear regression.
Main Results:
- Developed a 12-item scale (SASEC) measuring initiation, modulation, and cessation of behaviors.
- Factor analysis confirmed SASEC items measure a single construct.
- SASEC scores are comparable across demographic variables, establishing norms.
Conclusions:
- The SASEC is a validated instrument for assessing young children's self-regulation in preschool environments.
- Recommends use by educators, practitioners, and policymakers for program development and monitoring.
- Facilitates measurement of self-regulation for intervention and treatment plan efficacy.
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