Educator Understanding of Self-Regulation and Implications for Classroom Facilitation: A Mixed Methods Study

Autor/in	Burgess, Casey C.
Titel	Educator Understanding of Self-Regulation and Implications for Classroom Facilitation: A Mixed Methods Study
Quelle	In: Journal of Early Childhood Research, 21 (2023) 4, S.469-483 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burgess, Casey C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X231186613
Schlagwörter	Metacognition; Depression (Psychology); Anxiety; Behavior Problems; Aggression; Foreign Countries; Mental Health; Resilience (Psychology); Outcomes of Education; Physical Health; Neurosciences; Well Being; Kindergarten; Teacher Attitudes; Learning Strategies; Preschool Teachers; Self Control; Faculty Development; Alignment (Education); Canada + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Angst; Ausland; Psychohygiene; Lernleistung; Schulerfolg; Gesundheitszustand; Neuroscience; Neurowissenschaften; Neurowissenschaft; Well-being; Wellness; Wohlbefinden; Lehrerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Selbstbeherrschung; Kanada
Abstract	There is growing concern about the mental health and resilience of today's children and difficulties with self-regulation are implicated in educational outcomes, cognitive problems, internalizing problems such as depression and anxiety, externalizing problems such as aggression, and physical health problems. Self-regulation is a growing topic of interest in a variety of disciplines and there are 447 different interpretations of what self-regulation means in the literature, which makes it difficult for educators to interpret and apply it in their classrooms. Due to advances in neuroscience, the Ontario Ministry of Education shifted toward a neurophysiological framework for the Self-Regulation and Well-Being Frame of the Kindergarten Program. The current study examined which frameworks Ontario kindergarten educators were using by analyzing the ways they described and facilitated self-regulation in the classroom through surveys, interviews, report cards, and classroom observations. Findings revealed that educators: have little experience and training with resources aligned with the Kindergarten Program's approach to self-regulation, describe self-regulation as self-control, and facilitate self-regulation using a learning strategies approach. Educators were observed using fewer than a third of ministry self-regulation recommendations in the classroom. Implications and recommendations for aligning educator practices with the Kindergarten Program's framework are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01