Refinement of an Observational Framework for Assessing Opportunities for Self-Regulation in Play-Based Kindergarten

• In Event: Early Childhood Assessments

Abstract

This research draws on our international early-years document analysis of the ways in which self-regulation is defined and promoted in policy documents. This view of self-regulation differs from the cognitive-only view in that it acknowledges the importance of learning contexts and interactions between and among children and educators. This AERA presentation will highlight the development and refinement process of an observational tool that assess opportunities for self-regulation in play-based early years contexts. The Child Observation Framework (COF) examines self-regulation in four classroom contexts: educator-led whole group, small group, transitions, and child-chosen play. In addition to sharing the process of refining the observational tool, we will present findings on children’s self-regulation, play behavior, and engagement using the COF.

Authors

• Kristy Timmons, Queen's University

• Heather Braund, Queen's University - Kingston