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Early Self-regulation545.09 kB
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Journal article
Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategies
Journal of Early Childhood Teacher Education, Vol.45(3), pp.290-311
2024
Abstract
Self-regulation is arguably one of the most crucial predictors of school readiness, academic achievement, and lifelong well-being. While educators in the prior-to-school years have a pivotal role to play in stimulating growth in early self-regulation, less is known about their knowledge and practices in this area. This interview study was conducted with 71 kindergarten teachers in Hong Kong. Content analysis and descriptive statistics were employed to analyze the transcripts. We found that participants: (1) had a limited and superficial understanding of the notion of self-regulation; (2) estimated that approximately one quarter of their students displayed self-regulation problems; (3) had difficulties articulating what constitutes indicators for self-regulation problems in young children; and (4) lacked intervention strategies to strengthen children’s self-regulation, specifically preventive strategies. Educational policymakers, researchers, curriculum designers, teacher educators and school leaders are urged to better prepare early childhood practitioners in this area. Limitations and future research lines are discussed.
Details
- Title
- Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategies
- Authors
- Alfredo Bautista (Corresponding Author) - Education University of Hong KongKate E Williams - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessKerry Lee - Education University of Hong KongSiu-Ping Ng - Education University of Hong Kong
- Publication details
- Journal of Early Childhood Teacher Education, Vol.45(3), pp.290-311
- Publisher
- Routledge
- Date published
- 2024
- DOI
- 10.1080/10901027.2024.2327424
- ISSN
- 1745-5642
- Grant note
- The study was supported by the General Research Fund (GRF) 2021/22, Research Grants Council (RGC) (Grant #18610121)
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 991007998702621
- Output Type
- Journal article
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- International collaboration
- Web Of Science research areas
- Education & Educational Research
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