Provide early-grades teachers professional development in non-reactive engagement with dysregulated children and emotionally supportive classroom practices¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that teachers of young children receive professional development to improve classroom climate and engage dysregulated children in non-reactive ways, because conflictual relationships persist over time and affect academic trajectories. It also promotes "emotionally supportive classrooms and learner-centered practices" so children feel safe and take academic risks, and identifies strategies for promoting self-regulatory skills before kindergarten entry.

Design Implications¶

Context¶

Requirements¶

• Teachers of young children in kindergarten and first grade classrooms

Constraints¶

• The article notes causality cannot be ascertained due to omitted variable bias, such as variables related to teacher's own beliefs and competencies

Target Learners¶

• Kindergarten and first-grade children, particularly boys and children with low self-regulation

Target Learning Goals¶

• Self-regulation skills, school engagement, and academic competence in early elementary school

Related Strategies¶

• Scaffolding Self-Regulation
• Provide professional learning and a bilingual workforce so preK and early elementary educators can sustain home language and oral language development

Examples¶

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Key Sources¶

• Portilla Ximena A., Ballard Parissa J., Adler Nancy E., Boyce W. Thomas, Obradović Jelena. (2014). An Integrative View of School Functioning: Transactions between Self-Regulation, School Engagement, and Teacher-Child Relationship Quality. Child development. https://doi.org/10.1111/cdev.12259