A、They relate to each other only in kindergarten period. B、They have no influence on each other. C、Good self-regulation foretell

When it comes to success in the school environment, what are the important skills children need to master? Most adults think the focus should be on academic skills, such as counting or knowing the letters of the alphabet. However, it is just as important to teach children to regulate their emotions, thoughts and behavior. Self-regulation is an important skill for children to develop. In fact,(9)kindergarten teachers rank self-regulation as the most important skill for school readiness. Self-regulation comes in different forms. Emotional self-regulation is important for helping children manage how they express and experience emotions. Behavioral self-regulation helps children demonstrate control over their actions. Behavioral self-regulation will help children learn to resist the desire to shout out the answer to a problem when it is someone else’s turn to speak.(10)Cognitive self-regulation helps children follow rules and plan out the appropriate response, such as listening during story time. For some kids, school may be the first place where they practice these skills and learn to regulate themselves. When do these self-regulation skills develop? It starts in infancy when babies learn to self-soothe. Parents help their kids develop self-regulation by explaining why they have to wait for something or why they have to take turns. During the pre-school years, children make remarkable gains in self-regulation. In fact,(11)high levels Of self-regulation in pre-school predict good kindergarten reading and math achievement. This association between self-regulation and positive academic outcomes continues into the elementary and middle school years. Researchers have found that self-regulation skills can develop with practice and can be taught in the classroom.
9. What’s the most important skill for children according to kindergarten teachers?
10. What’s the function of cognitive self-regulation?
11. What do we know about self-regulation and academic outcomes?