Investigating Teacher Conceptions of Children's Regulatory Skills in Kindergarten Classrooms

• In Event: AERA Poster Session 9
  In Poster Session: Individual and Contextual Factors Affecting Child and Adolescent Development

Abstract

Self-regulation has been linked to positive outcomes for young children, such as academic achievement, suggesting these skills are crucial for academic success (McClelland et al., 2007). Studies have recently focused on children’s regulation in the social context, or co-regulation (e.g., Whitebread et al., 2007). However, there is little research on the ways in which teachers understand children’s regulatory abilities in the classroom. This study used a group task to identify children’s co-regulatory behaviors and a survey to investigate teacher perceptions of students’ regulatory skills. Results showed that children exhibited four specific co-regulating behaviors. Surveys revealed various teacher observations on the importance of children’s regulatory skills in typical classroom environments, particularly during group activities. Implications for researchers and educators are discussed.

Author

• Noah Neidlinger, Eastern Kentucky University