Teaching Children Self-Regulation Skills within the Early Childhood Education Environment: A Feasibility Study

The relationship between children’s sensory processing patterns and their leisure preferences and participation patterns

“…Occupational therapists can participate in collaborative consultation with special education staff, develop ideas for modifying assignments to increase student productivity, and structure sensory environment to meet students' needs. Blackwell, Yeager, Mische Lawson, Bird, and Cook (2014) found that promoting a supportive classroom for using sensory-based strategies to meet students' self-regulation needs has important implications for occupational therapy practice. The study provided insights about how occupational therapists can structure classwide interventions to support children and teachers at the same time instead of working one-to-one outside the classroom.…”

School-based intervention to address self-regulation and executive functioning in children attending primary schools in remote Australian Aboriginal communities

“…Varying student attendance may have impacted results given the strong association between behavioral problems and low school attendance reported in the literature [61,62]. Only 50% of student study participants received more than half of the Alert Program1 lessons; a much lower rate than other Alert Program1 studies that have reported intervention exposure [33,37]. The small sample of participants who received exposure to the full intervention dose meant sensitivity analyses could not be performed for this group.…”

“…The Alert Program1 has previously been adapted and trialled in schools [32][33][34] and FASD clinic settings [35][36][37][38], with some reported improvements to children's executive functioning and self-regulation abilities on a range of standardized and non-standardized measures [32,34,35,[37][38][39]. However, until this research project, no Australian Alert Program1 studies, or studies with predominantly Indigenous participants, have been reported [40].…”

Reimagining Children's Behaviour and Behaviour Management “Otherwise”: A Critical Commentary on the English Early Years Foundation Stage (EYFS)

“…It is argued that the development of these skills must be the basis upon which ECEC is premised as appropriate behaviour is considered to be the foundation of all areas of learning and mastering self-regulation predictive of academic and economic success in adulthood. Self-regulation learned through informal and formal socialisation every day in the home, school and a multiplicity of other settings, is said to optimise learning for young children since they are more likely to follow directions, wait their turn, to pay attention and less likely to display aggressive and impulsive behaviours (Labrie-Blackwell et al, 2014). In wider contexts and more specifically in ECEC and the English EYFS, both behaviour and behaviour management have acquired increasing prominence.…”

“…Generally speaking, BM is defined as efforts to control, modify or regulate one's own behaviour and/or the behaviour of others through social learning and adaptation (cf. Labrie-Blackwell et al, 2014;Maguire et al, 2010). The EYFS is the statutory curriculum framework for ECEC laid down by the national Department for Education (DfE) in England, comprising the standards that schools and childcare providers must meet for the development, learning and care of children from birth to five years.…”