Dissertation/Thesis Abstract

The Effect of the Tools of the Mind Strategies on Self-Regulation Skills of Preschool Children
by Olson, Brenda M., M.S., Minot State University, 2017, 44; 10681276
Abstract (Summary)

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

Indexing (document details)
Advisor: Pedersen, Holly
Commitee: Borden-King, Lisa, Lee, Heather
School: Minot State University
Department: Special Education
School Location: United States -- North Dakota
Source: MAI 57/01M(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Early childhood education, Special education
Keywords: Preschool, Self-regulation, Tools of the mind
Publication Number: 10681276
ISBN: 978-0-355-49042-8
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