From Head to Toes: Preliminary Findings from a Pilot Self-Regulation Intervention over the Pre-Kindergarten Year

Autor/inn/en	Tominey, Shauna L. M.; Wanless, Shannon B.; McClelland, Megan M.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	From Head to Toes: Preliminary Findings from a Pilot Self-Regulation Intervention over the Pre-Kindergarten Year
Quelle	(2009), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Children; Individual Characteristics; Pilot Projects; Self Control; Prediction; Child Development; Kindergarten; Eligibility; Student Behavior; Intervention; Disadvantaged; Child Development Centers; Oregon + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Pilot project; Modellversuch; Pilotprojekt; Selbstbeherrschung; Vorhersage; Kindesentwicklung; Eignung; Student behaviour; Schülerverhalten
Abstract	The present study examines characteristics of children participating in a pilot self-regulation intervention that predict self-regulation growth over the pre-kindergarten year. The central research questions of the study were: (1) Can a pilot intervention using classroom games effectively improve children's self-regulation?; and (2) What characteristics of children, who are participating in a pilot self-regulation intervention, relate to spring self-regulation scores and to growth in self-regulation over the pre-kindergarten year? Participants in the study were seventy-four children from nine classrooms within two child development centers in Oregon. Children were selected based on age (4-years-old) and kindergarten eligibility in the following year. For children with low fall self-regulation scores, the number of intervention sessions attended predicted higher gains in spring self-regulation, providing preliminary evidence for the effectiveness of the intervention, especially for children attending more sessions. Moreover, the results suggest the need to target children from disadvantaged backgrounds and those who enter pre-kindergarten with low levels of self-regulation. Results also show that children's self-regulation scores at the beginning of the pre-kindergarten year predict both academic scores and self-regulation at the end of the year. This suggests that helping children develop self-regulation skills over the pre-kindergarten year may help children enter kindergarten with skills that facilitate classroom behavior and learning. Together, these results, although preliminary, support future studies that expand and refine the intervention to help children practice self-regulation over the pre-kindergarten year. Such research can lead to the development of preschool curricula emphasizing self-regulation as a means of facilitating school readiness, especially for children from disadvantaged backgrounds. Many preschool curriculums focus on emergent literacy and math skills and strengthening self-regulation with intervention may help children acquire these skills and help ensure that all children enter school ready to learn. (Contains 2 tables. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10