Child Care and Early Education Research Connections

Skip to main content

First do no harm: How teachers support or undermine children’s self-regulation


The current study seeks to identify specific, observable teacher behaviors that, over and above such global assessments, either promote or compromise gains in self-regulation skills across the pre-kindergarten (pre-k) year. We looked specifically at teachers’ scaffolding of peer interaction, frequency of behavior disapprovals, and reliance on punitive behavior management strategies. We also examined whether children's fall self-regulation scores moderated associations between these teacher behaviors and children's self-regulation development over the pre-k year. The sample consisted of 1020 low-income 4-year-olds enrolled in a “mixed-delivery” (various program auspices and locations) pre-k program in Tulsa, Oklahoma. (author abstract)

Resource Type:
Reports & Papers
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Current gaps and future directions for self-regulation intervention research

Fact Sheets & Briefs

Promoting self-regulation in early childhood education: Teachers’ knowledge of self-regulation

Reports & Papers

The influence of children's day care on antibiotic seeking: A mixed methods study

Reports & Papers
Release: 'v1.36.0' | Built: 2023-09-22 13:54:40 EDT