The self-regulation skills of preschoolers has been identified as more predictive of future academic success than IQ (Shanker, 2013). This study explorers the effects of a self-regulation curriculum has on these skills in preschoolers attending a Head Start and public preschool combined program. Using a quantitative pre-experimental design, children’s self-regulation skills were assessed at year start and year end using the Preschool Self-Regulation Assessment. Statistical analysis of the pre and post test scores indicate all children made significant gains in self-regulation skills and that these gains were most noticeable for boys and for Head Start children. Implications of these findings for practicing teachers and administrators are discussed
|Commitee:||Borden-King, Lisa, Lee, Heather|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 57/01M(E), Masters Abstracts International|
|Subjects:||Early childhood education, Special education|
|Keywords:||Preschool, Self-regulation, Tools of the mind|
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