Funded by the U.S. Department of State’s Fulbright Program, Shannon Wanless and her advisor, Dr. Megan McClelland from Oregon State University, conducted the Taiwan Social Skill Development Study for her dissertation. The primary goals of this research were to examine the use of the Head-Toes-Knees-Shoulders (HTKS) self-regulation task in Taiwan, a country with high academic achievement. Wanless lived in Taiwan for 9 months and returned the following year, to collect data tracking almost 200 Taiwanese preschoolers for an 18 month period. Analyses suggested the HTKS captured variability in self-regulation skills and was predictive of math and vocabulary skills. Girls and boys did not show significantly different self-regulation skills, as they often do in the United States, In addition, two distinct developmental trajectories of self-regulation emerged, reflecting a steadily increasing pathway and a more level, then increasing pathway. Details can be found in papers from this and other international HTKS papers listed here, and included in a recent double-special issue of Early Education and Development edited by McClelland & Wanless.
Connecting the dots between play and learning in the classroom
90.5 WESA, October 23, 2013
Well-behaved children? Don’t count out the boys
Pittsburgh Post-Gazette, June 17, 2013
Classroom gender bias may hurt male students in the U.S.
Healthline News, May 24, 2013
Gender differences in young children
The British Psychological Society, May 24, 2013
Simon says, do better at school
The Toronto Star, December 26, 2012
Can you teach self-discipline?
Mom stories, July 29, 2011
Self-regulation game helps preschool-age children in different countries improve academically
Medical News Today, July 20, 2011
“Simon Says” teaches self-control
Mercatornet, July 19, 2011
Preschool-age kids in different countries improve academically using self-regulation game
(e)Science News, July 18, 2011