Promotion of Self-regulation in Preschool Children: Effects and Perceptions of Teachers

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dc.contributor.authorZauza G.
dc.contributor.authorLeon C.B.R.
dc.contributor.authorRoama-Alves R.J.
dc.contributor.authorSeabra A.G.
dc.contributor.authorDias N.M.
dc.date.accessioned2024-03-12T19:15:31Z
dc.date.available2024-03-12T19:15:31Z
dc.date.issued2022
dc.description.abstract© 2021, Associação Brasileira de Psicologia.This study investigated the potential effects of teachers’ participation and perceptions in a self-regulation promotion program for children. Participants were 10 teachers and their early childhood education classes (total of 189 children) of two public schools located in central São Paulo. The experimental group (EG) was composed of five teachers, who were trained and applied self-regulation activities with their classes throughout the year. The teachers and the five other classes formed the control group (CG) which maintained their regular curricular activities. The fieldwork took place over the course of 1 year, through four stages: pre-test, teachers’ training, intervention, and post-test. Pre- and post-test teachers’ assessment included measures of self-regulation, stress, and classroom observation. In addition, they were also interviewed in the post-test. Despite the limitation of quantitative data, EG teachers showed greater decrease in the stress level between the pre- and post-tests than controls (with ES r =.68). There were no significant group effects on self-regulation promoting behaviors in the classroom and self-regulation of the teachers. The EG teachers reported benefits of the intervention for the children and for themselves. Looking at variables of the teachers who delivered the intervention is an original aspect of the paper and the trends found encourage and direct future research. Knowledge about self-regulation should be incorporated into the training and practice of these professionals.
dc.description.firstpage73
dc.description.issuenumber1
dc.description.lastpage96
dc.description.volume30
dc.identifier.doi10.1007/s43076-021-00102-1
dc.identifier.issn2358-1883
dc.identifier.urihttps://dspace.mackenzie.br/handle/10899/34392
dc.relation.ispartofTrends in Psychology
dc.rightsAcesso Restrito
dc.subject.otherlanguageCognitive stimulation
dc.subject.otherlanguageEarly intervention
dc.subject.otherlanguageEmotional regulation
dc.subject.otherlanguageLearning
dc.subject.otherlanguagePrevention
dc.subject.otherlanguageStress
dc.titlePromotion of Self-regulation in Preschool Children: Effects and Perceptions of Teachers
dc.typeArtigo
local.scopus.citations0
local.scopus.eid2-s2.0-85116307773
local.scopus.updated2024-10-01
local.scopus.urlhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85116307773&origin=inward
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