The effects of a small scale intervention to develop self-regulation in kindergarten children

ABSTRACT

This study used a quasi-experimental design to test if a small scale intervention improved self-regulation with 94 kindergarten children in Taiwan. The purpose of this study was to draw on the theory of Vygotsky and examine activities that could fit into the class schedule without substantially changing the basic curriculum and would require minimal training for implementation. The results showed there was a significant difference in self-regulation gains between the treatment and control groups in the overall sample. It suggests that a small-scale intervention with external mediators (microphone, play plan and clean-up song) and pattern movement game (circle games) is sufficient for improving self-regulation. Moreover, the qualitative data showed that the mediators such as writing a play plan and clean-up songs created opportunities for children to engage in self-directing activities and increasing autonomy.

KEYWORDS:

• Self-regulation
• early childhood education
• mediator
• kindergarten

Acknowledgement

The authors are deeply grateful to Professor Janet Chrispeels (Dept. of Education Studies at UC San Diego) for her insightful advising on the paper.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributor

Shiou-Ping Shiu is an adjunct assistant professor in the Department of Early Childhood Education at University of Taipei, Taiwan. She is also the consultant of many preschools and kindergartens. Her research interests include teacher learning community, instructional approaches, school leadership, and the effects on instructional improvement and student learning.

Sze-Han Wang recieved master degree in Grduate School of Child Care and Familiy Studies at Shu-Te University and is currently a teacher at Taipei Municipal Wenshan Preschool. She specializes in the theories and practices of self-regulation.

Yu-Jun Chen is an associate professor in the Department of Child Care and Family Studies at Shu-Te University. Her research interests include children development, early intervention and parent education.

ORCID

Shiou-Ping Shiu http://orcid.org/0000-0001-5103-0742