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Abstract
Research Findings: The present study examined the role of demographic risk factors in the development of children's behavioral regulation. We investigated whether being from a low-income family and being an English language learner (ELL) predicted behavioral regulation between prekindergarten and kindergarten. Results indicated that children from low-income families began prekindergarten with significantly lower behavioral regulation than their more economically advantaged peers. Furthermore, English-speaking children from low-income families exhibited a faster rate of behavioral regulation growth than low-income ELLs. English-speaking children from low-income families narrowed the gap with their more economically advantaged English-speaking peers by the end of kindergarten, but ELLs from low-income families did not. Practice or Policy: Discussion focuses on the importance of understanding the effects of being an ELL and being from a low-income family for the demands of formal schooling.
Notes
†p < .07. *p < .05. **p < .01. ***p < .001.
*p < .05. **p < .01. ***p < .001.
Note. One child in this study, an ELL who was not from a low-income family, was excluded from this table. HTT = Head-to-Toes Task; ELL = English language learner.
Difference in HTT scores between.
a Time 1 and Time 2.
b Time 2 and Time 3.
c Time 3 and Time 4.
