{"id":{"repo_id":"national-louis","oai_identifier":"oai:digitalcommons.nl.edu:diss-1786"},"canonical_url":"https://search.dev.ndltd.org/etd/national-louis/oai:digitalcommons.nl.edu:diss-1786","repository":{"repo_id":"national-louis","name":"National-Louis University","base_url":"https://digitalcommons.nl.edu/do/oai/"},"display":{"title":"How Does Self-Regulation In Early Childhood Classrooms Inform Teacher Practice In Order To Support Engagement and Achievement?","abstract":"

To encourage engagement and achievement, this study was designed to ascertain the degree to which self-regulation abilities of early childhood students affect teacher practice. The assessment of student versus teacher responsibilities, modifications to the required environment, and levels of support that are accessible to instructors for children to succeed were all part of this research study on self-regulation in early childhood classrooms. This study involved an analysis of data from qualitative studies. Using the data gathered, strategies for improvement were identified, such as the need for professional development, parental support, and effective educational methods. The study’s findings demonstrated self-regulation skills can improve academic success by helping students utilize specific strategies. The findings address the impact of outlying factors, such as culture, on self-regulation understanding and its influence on classroom expectations. According to the results of this study, equipping teachers with the knowledge they need to assist young children in early childhood with the development of self-regulation abilities results in overall academic and developmental growth. Additionally, providing ongoing professional development, parental resources, and instructional methods to facilitate the development of self-regulation in early childhood leads to positive social, emotional, and academic achievement in the classroom.


","abstract_html":"<p>To encourage engagement and achievement, this study was designed to ascertain the degree to which self-regulation abilities of early childhood students affect teacher practice. The assessment of student versus teacher responsibilities, modifications to the required environment, and levels of support that are accessible to instructors for children to succeed were all part of this research study on self-regulation in early childhood classrooms. This study involved an analysis of data from qualitative studies. Using the data gathered, strategies for improvement were identified, such as the need for professional development, parental support, and effective educational methods. The study’s findings demonstrated self-regulation skills can improve academic success by helping students utilize specific strategies. The findings address the impact of outlying factors, such as culture, on self-regulation understanding and its influence on classroom expectations. According to the results of this study, equipping teachers with the knowledge they need to assist young children in early childhood with the development of self-regulation abilities results in overall academic and developmental growth. Additionally, providing ongoing professional development, parental resources, and instructional methods to facilitate the development of self-regulation in early childhood leads to positive social, emotional, and academic achievement in the classroom<strong>.</strong></p> <p><strong><br /> </strong></p>","abstract_has_math":false,"creators":["Comer-Yates, Carrie"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Elizabeth Minor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-04-01T07:00:00Z","date_published":"2023-04-01T07:00:00Z","updated_at":"2026-07-24T03:21:12Z","subjects":["Early Childhood","self-regulation","play-based","emotional intelligence","Development Studies","Early Childhood Education","Other Social and Behavioral Sciences","Other Teacher Education and Professional Development","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/736","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Elizabeth Minor"]},{"key":"dc:creator","label":"Author","values":["Comer-Yates, Carrie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-05-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Early Childhood","self-regulation","play-based","emotional intelligence","Development Studies","Early Childhood Education","Other Social and Behavioral Sciences","Other Teacher Education and Professional Development","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/736"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["

To encourage engagement and achievement, this study was designed to ascertain the degree to which self-regulation abilities of early childhood students affect teacher practice. The assessment of student versus teacher responsibilities, modifications to the required environment, and levels of support that are accessible to instructors for children to succeed were all part of this research study on self-regulation in early childhood classrooms. This study involved an analysis of data from qualitative studies. Using the data gathered, strategies for improvement were identified, such as the need for professional development, parental support, and effective educational methods. The study’s findings demonstrated self-regulation skills can improve academic success by helping students utilize specific strategies. The findings address the impact of outlying factors, such as culture, on self-regulation understanding and its influence on classroom expectations. According to the results of this study, equipping teachers with the knowledge they need to assist young children in early childhood with the development of self-regulation abilities results in overall academic and developmental growth. Additionally, providing ongoing professional development, parental resources, and instructional methods to facilitate the development of self-regulation in early childhood leads to positive social, emotional, and academic achievement in the classroom.


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To encourage engagement and achievement, this study was designed to ascertain the degree to which self-regulation abilities of early childhood students affect teacher practice. The assessment of student versus teacher responsibilities, modifications to the required environment, and levels of support that are accessible to instructors for children to succeed were all part of this research study on self-regulation in early childhood classrooms. This study involved an analysis of data from qualitative studies. Using the data gathered, strategies for improvement were identified, such as the need for professional development, parental support, and effective educational methods. The study’s findings demonstrated self-regulation skills can improve academic success by helping students utilize specific strategies. The findings address the impact of outlying factors, such as culture, on self-regulation understanding and its influence on classroom expectations. According to the results of this study, equipping teachers with the knowledge they need to assist young children in early childhood with the development of self-regulation abilities results in overall academic and developmental growth. Additionally, providing ongoing professional development, parental resources, and instructional methods to facilitate the development of self-regulation in early childhood leads to positive social, emotional, and academic achievement in the classroom.


"],"dc:identifier":["https://digitalcommons.nl.edu/diss/736"],"dc:subject":["Early Childhood","self-regulation","play-based","emotional intelligence","Development Studies","Early Childhood Education","Other Social and Behavioral Sciences","Other Teacher Education and Professional Development","Pre-Elementary, Early Childhood, Kindergarten Teacher Education"],"dc:title":["How Does Self-Regulation In Early Childhood Classrooms Inform Teacher Practice In Order To Support Engagement and Achievement?"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - NLU Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:12Z"}