Children Developing Self-Regulation Skills in a Kids' Skills Intervention Programme in Finnish Early Childhood Education and Care

Autor/inn/en	Hautakangas, Merja; Kumpulainen, Kristiina; Uusitalo, Lotta
Titel	Children Developing Self-Regulation Skills in a Kids' Skills Intervention Programme in Finnish Early Childhood Education and Care
Quelle	In: Early Child Development and Care, 192 (2022) 10, S.1626-1642 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hautakangas, Merja) ORCID (Kumpulainen, Kristiina) ORCID (Uusitalo, Lotta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2021.1918125
Schlagwörter	Child Development; Self Management; Skill Development; Early Childhood Education; Intervention; Foreign Countries; Young Children; Program Effectiveness; Teacher Student Relationship; Interaction; Teaching Methods; Motivation Techniques; Finland + Suchen Sie Ihr Suchwort? Kindesentwicklung; Selbstmanagement; Kompetenzentwicklung; Qualifikationsentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Frühe Kindheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Motivationsförderung; Finnland
Abstract	Self-regulation skills are fundamental for a child's development and learning. Yet, problems in self-regulation are common and several programmes with varying results have been created to overcome them. In this article, we have reported on a controlled ten-week intervention study. Twenty-eight children aged 4-7 years and with poor self-regulation skills participated in their Early Childhood Education and Care (ECEC) centres. The intervention programme, entitled Kids' Skills, is based on a strength-based and solution-focused perspective. Compared with the 15-child control group, the intervention group showed significant progress. The Kids' Skills intervention made visible the teacher's strong engagement to develop children's self-regulation skills and the positive interaction, such as how the teacher supports the child in challenging situations. The Kids' Skills' strength-based pedagogy, emphasizing that rather than the child being a problem, the child and the teacher work together to solve the child's problem, increases the child's involvement and their development of self-regulation skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01