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Inhibitory Control, Inner Discipline, and Our REAL Early Childhood Curriculum©

November 7, 2016 by in category Research with 0 and 0

Inner discipline

A summary of a 2016 study of over 300 pairs of twins, “The Development of Inhibitory Control in Early Childhood:  A Twin Study From 2-3 Years”, by Jeffrey R. Gagne, University of Texas at Arlington and Kimberly J. Saudino, Boston University, American Psychological Association, found that genetic influences on inhibitory control (IC) behaviors were moderate at age 2 and nonsignificant at age 3.  The study found that change in observed IC across early childhood was due to shared and nonshared environmental factors (Developmental Psychology, © 2016 American Psychological Association, 2016, Vol. 52, No. 3, 391–399, 0012-1649/16/$12.00; http://dx.doi.org/10.1037/dev0000090)

The relevance of this research article to our program philosophy and focus is that it lends added weight to recognizing that the environment can either assist or hinder children’s capacities to develop higher levels of inner discipline.   Inhibitory Control is one aspect of inner discipline (can a child wait or deny him or herself a wanted action or item if needed?).  Since we adults not only construct the environment but are an essential component of the culture of the environment, it is good to know the research continually upholds that what we believe and do really matters to our children’s development.  When we offer our children our loving presence and responsiveness to their needs, they are learning that they are valuable and cared about.  This experience of being loved is the first step in knowing how to love themselves and others.

If you would like a copy of the article to read, just let me know!

Love and all of life’s blessings to you!

 

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