From Perception to Performance: Examining the Role of Teacher Expectations and Gender in Kindergarteners’ Self-Regulation

• In Event: Teaching Practices and Professional Development

Abstract

The current study examined the role of teacher expectations and gender in the development of self-regulation in kindergarten children. Participants included 174 kindergarten children from 15 Ontario classrooms and their teachers. Children’s self-regulation was assessed using the Child Behavior Rating Scale (CBRS) and the Heads Toes Knees Shoulders (HTKS) in the fall and spring. After controlling for receptive vocabulary and age, results revealed gender differences in the teacher-report measure (CBRS) of children’s self-regulation, whereby girls were rated more favorably at both time points. However, gender differences were only identified in the spring for the HTKS, suggesting early gender differences in self-regulation may be more related to socialization than capacity. Implications are discussed and future research proposed.

Authors

• Kaitlyn Ng, University of Toronto - OISE

• Nicole Larsen, University of Toronto

• Ange Meng, York University

• Angela Pyle, University of Toronto - OISE