A Review of Curricula: Examining Early Childhood Policies and Practices to Foster Self-Regulation

• In Event: 81.029 - Young Children's Cognitive and Social-Emotional Development

Abstract

This research presents results of a systematic document analysis of how early childhood curricula promote self-regulation. The review is selective, treating Ontario as an in-depth case study, along with systematic analysis of frameworks and curricula from Canada, and with selected international examples. The significance of this research is highlighted by current mandates that ask educators to support self-regulation skills in their classrooms (Ministry of Education, 2010; 2014; 2016) despite limited understanding of what self-regulation is and how best to foster it in the daily interactions of the classroom. This research provides explicit recommendations to support continued understanding of self-regulation. The impact of this research involves changed thinking that will evolve through improved clarity in defining and fostering self-regulation.

Authors

• Kristy Timmons, Queen's University

• Janette P. Pelletier, University of Toronto

• Carl M. Corter, University of Toronto - OISE

• Heather Braund, Queen's University - Kingston