Abstract
Self-regulation skills are fundamental for a child's development and learning. Yet, problems in self-regulation are common and several programmes with varying results have been created to overcome them. In this article, we have reported on a controlled ten-week intervention study. Twenty-eight children aged 4-7 years and with poor self-regulation skills participated in their Early Childhood Education and Care (ECEC) centres. The intervention programme, entitled Kids' Skills, is based on a strength-based and solution-focused perspective. Compared with the 15-child control group, the intervention group showed significant progress. The Kids' Skills intervention made visible the teacher's strong engagement to develop children's self-regulation skills and the positive interaction, such as how the teacher supports the child in challenging situations. The Kids' Skills' strength-based pedagogy, emphasizing that rather than the child being a problem, the child and the teacher work together to solve the child's problem, increases the child's involvement and their development of self-regulation skills.
Original language | English |
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Journal | Early Child Development and Care |
Volume | 192 |
Issue number | 10 |
Pages (from-to) | 1626–1642 |
Number of pages | 17 |
ISSN | 0300-4430 |
DOIs | |
Publication status | Published - 2022 |
MoE publication type | A1 Journal article-refereed |
Fields of Science
- 516 Educational sciences
- Early Childhood Education and Care
- Kids-Skills programme
- Self-regulation
- children