Assessing Self- and Co-Regulation in Kindergarten

• In Event: Assessment and Evaluation in Early Childhood Settings

Abstract

This research draws on our international early-years document analysis of the ways in which self- and co-regulation are defined and promoted in policy documents. This view of self- and co- regulation acknowledges the importance of learning contexts and interactions between and among children and educators. This AERA presentation will highlight the development of an observational tool that assesses opportunities for self-and co-regulation in play-based kindergarten. The observational tool 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- and co-regulation, play behavior, and engagement using the assessment tool.

Authors

• Kristy Timmons, Queen's University

• Heather Braund, Queen's University - Kingston