English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Background: A large body of earlier research has focused on studying children’s self-regulation (SR) skills and frustration with different methods. However, considerably less attention has been given to hearing children’s own voice. The current study sought to demonstrate children’s own comprehension and highlight it as a valuable and unique tendency to fill the scientific gap in the research area. Aim: This research aimed to contribute the empirical understanding of how SR, as mental ability, supported children’s coping strategies and comprehensions which they will possibly use in a hypothetical frustrated context in the Finnish early childhood education and care (ECEC) environment. Setting: Self-regulation and strategies in a frustrating context were studied with mixed methods in a sample (n = 383) of 48–87-month-old children in Finland. Self-regulation was assessed by their own teachers with an evaluation form. The coping strategies of frustration were studied by interview where the children’s open-ended descriptions provided the strategies told by themselves. Methods: The study’s was conducted by using mixed methods. Two independent instruments to measure SR and strategies for frustration were used. Self-regulation was assessed by teacher with an evaluation form. The coping strategies of frustration were studied via child interview. Results: Good SR skills were related to persistent coping strategies and not giving up in a simulated situation. Weak SR skills related more with uncertain or withdrawal coping strategies, like giving up, or abandoning the situation. Conclusion: Self-regulation skills have an important role in guiding children with their use and narration of suitable coping strategies on overcoming the frustration effectively. The concrete strategies would allow teachers to work concretely with children in enhancing their SR skills and coping strategies further.

Children’s self-regulation and coping strategies in a frustrated context in early education