How Does Self-Regulation In Early Childhood Classrooms Inform Teacher Practice In Order To Support Engagement and Achievement?
Dissertation - NLU Access
Ed.D. Doctor of Education
To encourage engagement and achievement, this study was designed to ascertain the degree to which self-regulation abilities of early childhood students affect teacher practice. The assessment of student versus teacher responsibilities, modifications to the required environment, and levels of support that are accessible to instructors for children to succeed were all part of this research study on self-regulation in early childhood classrooms. This study involved an analysis of data from qualitative studies. Using the data gathered, strategies for improvement were identified, such as the need for professional development, parental support, and effective educational methods. The study’s findings demonstrated self-regulation skills can improve academic success by helping students utilize specific strategies. The findings address the impact of outlying factors, such as culture, on self-regulation understanding and its influence on classroom expectations. According to the results of this study, equipping teachers with the knowledge they need to assist young children in early childhood with the development of self-regulation abilities results in overall academic and developmental growth. Additionally, providing ongoing professional development, parental resources, and instructional methods to facilitate the development of self-regulation in early childhood leads to positive social, emotional, and academic achievement in the classroom.
Comer-Yates, Carrie, "How Does Self-Regulation In Early Childhood Classrooms Inform Teacher Practice In Order To Support Engagement and Achievement?" (2023). Dissertations. 736.
Available for download on Tuesday, May 07, 2024