WHICH PROGRAMS ARE MOST EFFECTIVE TO TEACH SELF-REGULATION IN SCHOOLS?

Abstract

This paper reviews evidence demonstrating the significance of early self-regulation for school readiness and later academic success, and suggests that it is critical that schools foster this aspect of child development. Self-regulation refers to an individual's capacity to control one's behavior and emotional impulses, and includes aspects of inhibitory control, delay of gratification, and emotional regulation. These types of abilities are critical for children to adjust to the demands of formal schooling and to interact well with peers and teachers in school settings, impacting trajectories for further school success. Given the importance of early self-regulation for school readiness and academic achievement, researchers are increasingly recognizing that schools need to play a central role in implementing educational curricula to enhance these skills. For example, schools could help children to recognize and understand their emotions, communicate with others, control behavioral urges, and learn how to problem solve when encountering disappointments, challenges, and relational issues. A number programs aiming to enhance aspects of self-regulation have been designed for implementation during the preschools years including: the Fast-Track PATHS educational plan, the Tools of the mind curriculum, and the Incredible Years program. This paper will review evidence motivating the needs for such programs, detail the program strategies and evidence of effectiveness. It will also compare and contrast to draw conclusions about which aspects of these programs may make them most promising for promoting early self-regulation abilities. Keywords: self-regulation, delay of gratification, emotional regulation, academic achievement, educational curricula