Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategies

ABSTRACT

Self-regulation is arguably one of the most crucial predictors of school readiness, academic achievement, and lifelong well-being. While educators in the prior-to-school years have a pivotal role to play in stimulating growth in early self-regulation, less is known about their knowledge and practices in this area. This interview study was conducted with 71 kindergarten teachers in Hong Kong. Content analysis and descriptive statistics were employed to analyze the transcripts. We found that participants: (1) had a limited and superficial understanding of the notion of self-regulation; (2) estimated that approximately one quarter of their students displayed self-regulation problems; (3) had difficulties articulating what constitutes indicators for self-regulation problems in young children; and (4) lacked intervention strategies to strengthen children’s self-regulation, specifically preventive strategies. Educational policymakers, researchers, curriculum designers, teacher educators and school leaders are urged to better prepare early childhood practitioners in this area. Limitations and future research lines are discussed.

Acknowledgments

The views expressed in this paper are the authors’ and do not necessarily represent the views of their institutions.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The study was supported by the General Research Fund (GRF) 2021/22, Research Grants Council (RGC) (Grant #18610121).