Session Submission Summary

Efficacy of an Intervention Synthesizing Scaffolding Designed to Promote Self-Regulation With an Early Mathematics Curriculum

Sun, April 6, 8:15 to 9:45am, Convention Center, Floor: 100 Level, 113B

Session Type: Symposium

Abstract

Early childhood education is replete with debates about the role of content-focused versus “child-centered” approaches. Little research evaluates whether these stand in opposition or can be synergistically combined. We conducted an efficacy trial of such a synthesis, evaluating the integration of two empirically-tested interventions, one in mathematics, one play-based, designed to promote self-regulation, with children from low-income families. The symposium will consist of four presentations, on: (a) new statistical techniques we used to correct for late pretest, (b) impacts on mathematics, (c) impacts on self-regulation (including executive function, working memory, etc.), and (d) impacts on expressive language (analyses for a-c include mediators and moderators). Results have implications for the aforementioned debate and for designing early childhood curricula and programs.

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