Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

How Early Experiences in a Kindergarten Classroom Shape the Development of Self-Regulation Skills of Children

Eloisa Darcy, Ed. D., Sarah Sarette, Ed. D., Anna Boghigian, Marley Martin
  • Eloisa Darcy, Ed. D. (Author) Maple Street Magnet School in Rochester, NH
    Dr. Eloisa Darcy is currently a Reading Specialist at the Maple Street Magnet School in Rochester, NH. She started her teaching career 1982. From 2004 to 2016 she was a kindergarten teacher at Chamberlain Street School in Rochester, NH. She received a B.S. from Eastern New Mexico University in 1981, and a Master degree from New England College, Henniker, NH in 2010. She received her Ed.D. in K-12 Leadership from New England College in 2014. Her research interests center on improving the understanding, performance, and academic improvement of young students’ learning. She has explored the impact of parent involvement and the effect it has on her students with remarkable results. She also has investigated the implications that self-regulation had on student behavior and learning in young children with much success. She continues to use the strategies she has learned to teach young children the importance of learning and the impact it will have on their future.
  • Sarah Sarette, Ed. D. (Author)
    Dr. Sarah Sarette is a certified School Psychologist employed with a public school district in central New Hampshire. She not only has been a School Psychologist, but has taught K-8 regular and special education classes. She has also been a principal and a teaching consultant/Assistant Special Education Director. She earned her Ed.D in Educational Leadership K-12 at New England College in 2014. Her Bachelor of Science in Elementary Education K-8, M.Ed i n Special Education K-12, and Certificate of Advanced Graduate Studies in Administration and School Psychology was obtained from Plymouth State University in Plymouth, New Hampshire. She also is an adjunct professor for various colleges/universities. Dr. Sarette’s training expertise lies in working memory, self-regulation, and mathematics. Professional Development for teachers, paraprofessionals, and parents in various special education topics is a true joy for her.
  • Anna Boghigian (Author)
    Anna Boghigian has been working towards becoming a teacher her entire life. She is currently studying for her bachelors in Elementary Education with a certification in Special Education at Southern New Hampshire University. This is her first academic research article and one that has spurred her interests in educational research where she hopes to continue with articles and studies in the future.
  • Marley Martin (Author)
    Marley Martin was an undergraduate researcher during this research project. She holds her A.S. in Education and Certificate in Special Education from NHTI: Concord’s Community College in 2014. Immediately upon graduating she transferred to Southern New Hampshire University (SNHU) to pursue her B.A. in Elementary Education and General Special Education, during her junior year she participated in this research project. Ultimately that experience led her to choose to student teach in a kindergarten classroom as well as a special education placement in Concord, NH. Marley graduated in May 2016 from SNHU Summa Cum Laude and was inducted into Pi Lambda Theta National Education Honor Society, she also obtained her teaching certification in both K-6 and Special Education K-12. Currently, she is pursuing her NH Alternative Four certification for Early Childhood Special Education while she teaches as a Special Education Preschool Teacher for the Concord NH School District. When she is not teaching, she can be found enjoying New Hampshire’s and neighboring Maine’s beautiful mountains and beaches.
DOI
https://doi.org/10.64546/jaasep.334
Abstract
Providing the support that children need to build self-regulation skills has come to the forefront for educators today. This study investigated how kindergarten students (N=19) improved their self-regulation skills through direct instruction and effective scaffolding techniques. Selfregulated instruction was adapted to behavior activities for three months. Data were collected from 19 heterogeneously grouped students in an experimental (N=19) classroom. The effects of self-regulation interventions were administered through an individual pre- and post- student questionnaire on self-regulation. Descriptive statistics for post-test student questionnaires show no statistical significance in emotional regulation, goal setting, and behavioral regulation. Descriptive statistics for the Teacher Child Behavior Rating Scale (CBRS) show a statistical significance in areas assessed by the classroom teacher. The results of this study suggest that the participants increased self-regulation skills due to appropriate interventions. Self-regulated learning positively affected performance.
Keywords
Behavior Rating Scales, Classroom Techniques, Direct Instruction, Early Experience, Kindergarten, Measures (Individuals)
How to Cite
Darcy, E., Sarette, S., Boghigian, A., & Martin, M. (2017). How Early Experiences in a Kindergarten Classroom Shape the Development of Self-Regulation Skills of Children. Journal of the American Academy of Special Education Professionals, 12(2), 15-27. https://doi.org/10.64546/jaasep.334

Spring/Summer 2017

Article Information

  • Article Type Articles
  • Submitted April 10, 2017
  • Published June 15, 2017
  • Issue Spring/Summer 2017
  • Section Articles
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