Bidirectionality in self-regulation and academic skills in play-based early childhood education

Support for the idea that self-regulation and early academic skills co-develop in young children is accumulating. The majority of this research, however, is conducted in countries with a school readiness approach to early childhood education. We investigated bidirectional relations between self-regulation and mathematics, expressive vocabulary, and phonological awareness in children (N = 243, ages 6–7) making the transition from a play-based...