|dc.description.abstract||This study examined whether the relationship between behavior guidance of teachers in early childhood education and self-regulation of toddlers is mediated by the toddlers selective attention. Since this study is to our knowledge the first to address these relationships, the results will contribute to the existing academic knowledge on this subject and can be directly implemented in early childhood education through guidelines for teachers.
This study used the existing Peuterplus! dataset, which studied 370 toddlers with a risk on behaviour or learning problems. Behavior guidance and self-regulation problems were measured through observations, using respectively the Classroom Assessment Scoring System – Toddler (CLASS-Toddler) and the Preschool Classroom Behavioral Observation System (PCBOS). Selective attention was measured with an attention task from a neuropsychological test battery.
The results showed that better behavior guidance was related to less problems in the toddlers self-regulation, and that this relationship was weak. Surprisingly, the analysis revealed that more problems in self-regulation was related to higher scores on the selective attention task. Regression analysis showed that relationship between behavior guidance and selective attention is completely mediated by self-regulation.
In conclusion, a weak mediating role of self-regulation was found in the relation between behavior guidance of teachers in early childhood education and the selective attention of toddlers with a risk on behavior or learning problems. Due to the exploring nature of this study and the lack of a control group, follow-up research
is recommended. Nevertheless, an adequate guidance of behavior of toddlers is important for several aspects of their development.||