The Impact of Previous Educational Experiences on Self-Regulation Abilities for Kindergarteners

Date of Award

Spring 5-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Ximena Suarez-Sousa

Keywords

COVID-19, self-regulation, kindergartners

Abstract

The purpose of this study was to examine children ages 5-6 years old self-regulation skills before and after being taught how to self-regulate in three areas: managing frustration, calming down strong feelings, and handling waiting. This study also links prior educational experiences that students may have had before kindergarten and whether or not those experiences have had an impact on the child’s ability to self-regulate in school. A questionnaire was completed by ten families who consented to allow their child to participate in the study, including questions about how they prepared (if any) their child for kindergarten along with what prior educational experiences their child has had (if any). Data concludes that students who have had prior educational experiences (daycare and preschool) were better able to self-regulate before and after being taught self-regulation strategies. Findings also display that children as young as 5-6 years old have the ability to learn and use self-regulation strategies with little or no teacher support, therefore allowing teachers (and parents) to teach their children, without stopping lessons and/or activities to focus on regulating their bodies.

Keywords: COVID-19, self-regulation, kindergarten

Abstract only: No full text available.

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