How Educators in High-Quality Preschool Services Understand and Support Early Self-Regulation: A Qualitative Study of Knowledge and Practice

Autor/inn/en	Vasseleu, E.; Neilsen-Hewett, C.; Cliff, K.; Howard, S. J.
Titel	How Educators in High-Quality Preschool Services Understand and Support Early Self-Regulation: A Qualitative Study of Knowledge and Practice
Quelle	In: Australian Educational Researcher, 49 (2022) 5, S.915-941 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vasseleu, E.) ORCID (Neilsen-Hewett, C.) ORCID (Howard, S. J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-021-00466-4
Schlagwörter	Metacognition; Educational Quality; Foreign Countries; Early Childhood Education; Child Care; National Curriculum; Preschool Teachers; Teacher Attitudes; Child Development; Diaries; Evidence Based Practice; Faculty Development; Australia + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Quality of education; Bildungsqualität; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Kindesentwicklung; Diary; Tagebuch; Australien
Abstract	High-quality early childhood education and care (ECEC) has a robust and long-term impact on the development of children's skills and abilities, including self-regulation. While the importance of early self-regulation is acknowledged in national curricular frameworks (Australian Early Years Learning Framework), little is known about practices employed within Australian ECEC settings to support the development of self-regulation; nor do we know how educators understand self-regulation and seek to support its development based on their understanding. The current study sought to observe educators' practices in support of children's self-regulation development in six Australian ECEC services identified for their high-quality environments and strong child outcomes. This study also sought to investigate educators' understandings of self-regulation, its development and their self-reported practices to support self-regulation development of the children in their care. Researcher observations identified the use of diverse practices that theoretical and empirical literature suggest as beneficial for self-regulation, although the pattern of practices differed across services. In interviews and reflection journals educators tended to view self-regulation from a behavioural and deficit perspective. Educators were nuanced in their views of episodic and developmental change, and adopted a comprehensive set of evidence-supported practices to support children's self-regulation. Taken together, findings provide insight into the discrepancies between definitions, operationalisations and practices for supporting self-regulation, highlighting additional areas of opportunity for ongoing professional learning and continued research--even among high-quality services such as those participating in this research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01