Work

Children's Engagement Within the Preschool Classroom and Their Development of Self-Regulation

Year: 2013

Type: article

Abstract: This study used an observational measure to examine how individual children's engagement with teachers, peers, and tasks was associated with gains in self-regulation. A sample of 341 preschoolers was observed and direct assessments and teacher reports of self- regulation were obtained in the fall and spring of the preschool year. RESEARCH FINDINGS: Children's positive engagement with teachers was related to gains in compliance/executive function and children's active engagement with tasks was associated with gains in emotion regulation across the year. Engaging positively with teachers or peers was especially supportive of children's gains in task orientation and reductions in dysregulation. PRACTICE & POLICY: Results are discussed in relation to Vygotsky's developmental theory, emphasizing that psychological processes are developed in the context of socially embedded interactions. Systematically observing how a child interacts with peers, teachers, and learning tasks in the preschool classroom holds potential to inform the creation of professional development aimed at supporting teachers in fostering individual children's development within the early education environment.

Source: Early Education and Development

DOI: 10.1080/10409289.2011.628270

Authors: Amanda P. Williford, Jessica E. Vick Whittaker, Virginia E. Vitiello, Jason T. Downer

Institution: University of Virginia

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: green

Funder: Eunice Kennedy Shriver National Institute of Child Health and Human Development