The Effects of a Self-Regulation Professional Learning Intervention on Early Childhood Educator Beliefs and Practices

• In Event: Models for Improving Student-Teacher Relationships and Behavioral Support

Abstract

This study utilized a mixed method intervention with a sample of early childhood educators (n = 104). They were surveyed on aspects of their relationships with students and responses to child behavior. A subset of survey respondents were randomly assigned to either a professional learning (PL) (n = 20) or control group (n = 22). PL participants participated in a two-day professional learning course that explained child behaviour as a neurophysiological, stress-related phenomenon, as framed by Self-Reg theory. PL participants and controls were re-surveyed eight weeks post-intervention and PL participants were also interviewed. Findings show a significant impact on educator beliefs and practices regarding challenging child behaviour and their understanding of self-regulation as a neurophysiological construct behaviour from program participation.

Authors

• Angie M. Rosati, Sheridan Institute of Technology and Advanced Learning

• Jacqueline Lynch, Florida International University