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 kindergarten context to a formal educational context in first grade in Norway. Cross-lagged panel models showed that there were bidirectional relations between self-regulation and mathematics, but not between self-regulation and expressive vocabulary or phonological awareness. Expressive vocabulary significantly predicted self-regulation, and self-regulation significantly predicted phonological awareness, although the latter association attenuated when controlling for vocabulary. Given these interrelations, intentionally targeting a combination of these skills in a playful manner may support children's transition from a play-based kindergarten context to a more formal learning environment in first grade.