How Early Experiences in a Kindergarten Classroom Shape the Development of Self-Regulation Skills of Children

Eloisa Darcy, Ed. D.
Sarah Sarette, Ed. D.
Anna Boghigian
Marley Martin

Abstract

Providing the support that children need to build self-regulation skills has come to the forefront for educators today.  This study investigated how kindergarten students (N=19) improved their self-regulation skills through direct instruction and effective scaffolding techniques.  Self-regulated instruction was adapted to behavior activities for three months.  Data were collected from 19 heterogeneously grouped students in an experimental (N=19) classroom. The effects of self-regulation interventions were administered through an individual pre- and post- student questionnaire on self-regulation.  Descriptive statistics for post-test student questionnaires show no statistical significance in emotional regulation, goal setting, and behavioral regulation.  Descriptive statistics for the Teacher Child Behavior Rating Scale (CBRS) show a statistical significance in areas assessed by the classroom teacher.  The results of this study suggest that the participants increased self-regulation skills due to appropriate interventions.  Self-regulated learning positively affected performance.

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