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Table 4 Overview of Theme 3, example codes, and quotations

From: Operationalization of self-regulation in the early years: comparing policy with theoretical underpinnings

Theme Example codes Example quotations
3. Cognitive regulation encompasses far more than inhibitory control Focus “In connection with this frame, it is important for educators to consider: the role of the learning environment in helping children to be calm, focused, and alert so they are better able to learn (p. 54).”
“Behaviours such as humming or chewing things, fidgeting (e.g., tapping, jiggling), or constantly moving may indicate that the child is trying to remain or become calm, alert, and focused—in other words, that the child is attempting to self-regulate (p. 55).”
Attention “As part of making children’s transition to Kindergarten easier, educators endeavour to maintain a sense of calm in the classroom and provide large blocks of time to engage children’s attention in sustained, complex play and inquiry (p. 97).”
“The educator observes that the child is able to break off his attention but then return to reading without losing the meaning of the unfamiliar text (p. 156).”