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ERIC Number: EJ1278990
Record Type: Journal
Publication Date: 2020
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4430
EISSN: N/A
Available Date: N/A
Improving Young Children's Self-Regulated Learning Using a Combination of Direct and Indirect Interventions
Dörr, Lisa; Perels, Franziska
Early Child Development and Care, v190 n16 p2581-2593 2020
The aim of the reported study is to evaluate the effectiveness of different intervention approaches to promote the self-regulated learning behaviour of preschoolers. The conception of an intervention for younger children requires special attention (Phillips & Shonkoff, 2000) because self-regulated learning in this age range is still in an early stage of development (Bronson, 2000) and is strongly influenced by the social environment (Bodrova & Leong, 2001). For this, various training conditions were designed and systematically combined: a direct, age-appropriate training for preschoolers and an indirect training for preschool teachers who represent important caregivers for this age group. The main question here is whether the combination of the interventions with the simultaneous training for children and preschool teachers is particularly conducive to the self-regulated learning of preschoolers and a child-appropriate performance achievement. This assumption could be partly confirmed for the performance achievement, but not for the self-regulated learning of preschoolers.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A