1

key Iacts about 1oo|s of the M|nd

Goa|: use Leachlng and classroom sLraLegles Lo develop chlldren's self-regulaLlon/execuLlve funcLlon
skllls Lo promoLe effecLlve learnlng and achlevemenL.
Who: reschool and klndergarLen age chlldren, prlmarlly aL-rlsk chlldren ln urban seLLlngs.
What: re-klndergarLen and klndergarLen currlculum, Leachlng approach and professlonal developmenL
program for Leachers. 1ralns Leachers Lo use conLlnuous dynamlc assessmenL Lo scaffold learnlng and
lndlvlduallze lnsLrucLlon.
Where: Pead SLarL classrooms, publlc preschools, classrooms wlLh a ma[orlLy of non-Lngllsh speakers,
and lncluslon and self-conLalned speclal educaLlon programs.

!""#$ "& '() *+,-
Llena 8odrova and ueborah Leong













Assumpt|ons

Many ch||dren come to
schoo| |ack|ng the se|f-
regu|at|on that |s
necessary for |earn|ng and
academ|c success

lncreaslng self-regulaLlon
levels wlll conLrlbuLe Lo
school success.

lmplemenLlng vygoLsklan
approaches Lo learnlng and
developmenL as reallzed ln
Lhe 1ools of Lhe Mlnd
currlculum can promoLe
self-regulaLlon ln preschool
and klndergarLen chlldren
whlle promoLlng academlc
achlevemenL

rocess (Med|ators)

Increase |n se|f-regu|at|on through
part|c|pat|on |n 1oo|s curr|cu|um prov|des:

- Cngolng opporLunlLles and scaffoldlng
for maLure symbollc make-belleve
play/dramaLlzaLlon
- AcLlvlLles where pracLlclng S-8 ls Lhe
prlmary focus (physlcal regulaLlon,
lnLenLlonallLy, aLLenLlon, memory, and
reflecLlon)
- Academlc acLlvlLles wlLh embedded S-8
pracLlce (aLLenLlon, memory, plannlng,
monlLorlng and reflecLlng on learnlng).
- PelghLened opporLunlLles for language
developmenL
- 1eachers' sklllful scaffoldlng wlLhln Lhe
Zu for learnlng processes, reflecLlon on
learnlng, and Lhe learnlng of conLenL
- AcLlvlLles deslgned Lo be self-correcLlng,
where chlldren engage ln oLher-
regulaLlon, and pracLlce ln a shared,
cooperaLlve conLexL
- AcLlvlLles deslgned Lo be lnLrlnslcally
moLlvaLlng

Cutcomes

Ch||d Ach|evement,
Lngagement, and Soc|a|
Competence

Self-regulaLed learnlng

locused aLLenLlon

uellberaLe memory

Lvldence of Lhe use of
prlvaLe speech and oLher
culLural Lools

oslLlve Lask orlenLaLlon

oslLlve peer lnLeracLlons

CrowLh ln llLeracy and
maLh skllls

Cverv|ew of the
!""#$ "& '() *+,-
approach.

2

Cverv|ew

!""#$ "& '() *+,- .!""#$/ ls an early chlldhood [pre-klndergarLen and klndergarLen] currlculum based on
culLural-hlsLorlcal Lheory, developed by Lhe 8usslan psychologlsL Lev vygoLsky. lrom Lhe vygoLsklan
perspecLlve, cognlLlve and soclal-emoLlonal self-regulaLlon
1
are vlewed as an lnLegraLed unlL, raLher Lhan
separaLe domalns. 1hls approach has shaped Lhe conLenL and pedagogy of Lhe !""#$ program.

!""#$ "& '() *+,- ls deslgned Lo produce boLh shorL-Lerm and long-Lerm resulLs LhaL have been llnked ln
research Lo Lhe developmenL of self-regulaLlon, whlch chlldren apply Lo learnlng as well as soclal and
emoLlonal behavlors. ln order Lo be successful ln school and beyond, a chlld has Lo develop soclal and
cognlLlve compeLencles LhaL allow hlm or her Lo (1) become a dellberaLe, self-regulaLed learner capable
of esLabllshlng adequaLe soclal relaLlonshlps wlLh oLher parLlclpanLs ln Lhe Leachlng and learnlng
process, and (2) adopL Lhe speclflc poslLlon and role of sLudenL" characLerlzed by such Lhlngs as lnLeresL
ln Lhe very process of learnlng, undersLandlng Lhe sLandard" by whlch Lhey wlll know lf Lhey are
correcL, undersLandlng Lhe relaLlonshlp beLween efforL Lo learn and ouLcome for any glven learnlng Lask,
wllllngness Lo play by Lhe school rules, and readlness Lo follow Lhe Leacher's dlrecLlons, among oLhers.

ln a !""#$ preschool, chlldren develop Lhe underlylng skllls LhaL lead Lo Lhe ablllLy Lo Lake Lhls poslLlon. ln
klndergarLen, Lhey begln Lo pracLlce Lhese skllls. 1he !""#$ klndergarLen program provldes pracLlce
Lhlnklng abouL learnlng" lLself Lhrough a callbraLed process of maklng learnlng goals and [udglng
wheLher or noL Lhese are meL. CurrenL pracLlces prevalenL ln non-!""#$ Larly Chlldhood classrooms
lgnore Lhe lmporLance of scaffoldlng chlldren's Lhlnklng abouL learnlng lLself, and concenLraLe, lnsLead,
on conLenL. 1hese pracLlces do noL dellberaLely help chlldren develop Lhe capaclLy Lo [udge wheLher
Lhelr learnlng ls correcL," or more generally, wheLher Lhey are meeLlng Lhelr own goals. ln conLrasL,
!""#$ "& '() *+,-, conslsLenL wlLh vygoLsklan pedagogy, alms Lo scaffold chlldren so Lhey can acL as
masLers of Lhelr own behavlor." Applled Lo a classroom seLLlng, 1ools chlldren learn and behave
dlfferenLly and are less dependenL on common classroom and behavlor managemenL LacLlcs, such as
rewards/punlshmenLs.

Whlle some programs focus speclflcally on classroom managemenL Lechnlques and acLlvlLles deslgned Lo
promoLe soclal and emoLlonal compeLence ln chlldren aL rlsk for behavlor problems, Lhereby addresslng
soclal and emoLlonal developmenL as separaLe from cognlLlve developmenL, !""#$ addresses self-
regulaLlon ln 0## acLlvlLles. lL also dlffers from programs LhaL focus prlmarlly on academlc conLenL, such
as Lhe developmenL of llLeracy or maLhemaLlcs skllls, ln LhaL lL conslders Lhe developmenL of self-
regulaLlon Lo be lnLegral Lo Lhe acqulslLlon of conLenL. unllke Lhese oLher programs, !""#$ ls based on
Lhe premlse LhaL Lhe quallLy and quanLlLy of academlc learnlng ls dependenL on a chlld's ablllLy Lo
cognlLlvely self-regulaLe. 1hls means LhaL paylng aLLenLlon, rememberlng on purpose, and belng able Lo
flexlbly move from one aspecL of a learnlng Lask Lo anoLher have a dlrecL effecL on how much chlldren
learn and how qulckly Lhey learn lL. ln Lhls vlew, conLenL provldes a means for pracLlce, buL ls noL Lhe
sole end goal of learnlng.





1
In this document, the terms self-regulation and executive function are used interchangeably, to mean
inhibitory control, working memory, and cognitive flexibility.

3

rogram Adm|n|strat|on

!""#$ "& '() *+,- has been used prlmarlly wlLh aL-rlsk chlldren ln urban seLLlngs. lL has been
lmplemenLed ln Pead SLarL classrooms, publlc preschools admlnlsLered by school dlsLrlcLs, classrooms
wlLh a ma[orlLy of non-Lngllsh speakers, and lncluslon and self-conLalned speclal educaLlon programs.
1ools has gone from servlng 6k sLudenLs ln 2008, Lo 30k ln 2011, and ls currenLly belng lmplemenLed ln
18 sLaLes, lncludlng large dlsLrlcLs llke WashlngLon, uC , 1oronLo, Canada, and SanLlago, Chlle.

1eachers ln !""#$ classrooms have MasLers degrees, 8A degrees, AA degrees, and CuA's. 1eacher aldes
and asslsLanLs, who recelve Lhe same currlculum Lralnlng as Leachers, ofLen have only a hlgh school
dlploma.

1heory of Change

Self-regulaLlon ls deflned as Lhe conLrol of emoLlon, aLLenLlon, and physlologlcal responses Lo
sLlmulaLlon Lhrough cognlLlve and behavloral processes and sLraLegles LhaL supporL goal-dlrecLed
acLlons. 1here are mulLlple lnLerrelaLed aspecLs of self-regulaLlon, lncludlng execuLlve funcLlons,
efforLful conLrol, and emoLlon regulaLlon, whlch are lmporLanL for Lhe developmenL of meLacognlLlve
Lhlnklng ablllLy, and Lhe chlld's sense of self-efflcacy as a sLudenL. !""#$ ls a sysLemlc lnLervenLlon
affecLlng all componenLs of Lhe classroom ln order Lo produce self-regulaLlon and lmproved academlc
ouLcomes. ln !""#$ programmlng, cognlLlve and soclal-emoLlonal aspecLs of self-regulaLlon are
lnLegraLed, and self-regulaLlon, prlmarlly execuLlve funcLlon (Ll), ls a) a prlmary focus, b) embedded ln
academlc conLenL, and c) embedded ln symbollc make-belleve play and games. 1hese acLlvlLles exerclse
self-regulaLlon ablllLles whlle also sLrengLhenlng Lhe acqulslLlon of academlc conLenL. lurLhermore,
Lhese self-regulaLlon-promoLlng acLlvlLles are embedded ln a sysLem of lnsLrucLlonal lmprovemenL LhaL
ls Lheory-drlven and clearly llnked Lo assessmenL. 1eachers are Lralned Lo use dynamlc assessmenL and
Lo llnk assessmenL Lo lnsLrucLlon LhaL ls lndlvlduallzed Lo dlfferenL chlldren's learnlng sLyles.

key Components of the rogram

- A necessary condlLlon for Lhe emergence of self-regulaLlon ls chlldren's learnlng and lnLernallzaLlon of
speclflc culLural Lools LhaL would allow Lhem Lo evenLually use self-regulaLory behavlors
lndependenLly. 1hese culLural Lools become menLal Lools when Lhe chlld applles Lhem on hls own.
lor example, one of Lhe flrsL Lools LhaL chlldren ln Lhe program learn ls self-Lalk, or prlvaLe speech"
(vygoLsky, 1987). 8y Lalklng or gesLurlng whlle dolng an acLlvlLy, a chlld can supporL Lhe menLal
processes belng learned ln Lhe acLlvlLy as well as hls or her aLLenLlon and memory, whlch are a
challenge when he or she ls developlng self-regulaLlon.
- Chlldren's self-regulaLory ablllLles orlglnaLe ln soclal lnLeracLlons and only laLer become lnLernallzed
and lndependenLly used by chlldren (vygoLsky, 1978). 1hls means LhaL ln order Lo develop self-
regulaLlon, chlldren need Lo have opporLunlLles Lo engage ln oLher-regulaLlon." Chlldren musL acL
boLh as sub[ecLs of anoLher person's regulaLory behavlors and as acLors regulaLlng oLher people's
behavlors. CurrenL pracLlces used ln non-!""#$ classrooms emphaslze Leacher regulaLlon," ln whlch
all acLlvlLles are dlrecLed by Lhe adulL, raLher Lhan encouraglng chlldren Lo pracLlce wlLhouL conLlnual
Leacher dlrecLlon. ln conLrasL, !""#$ embeds oLher-regulaLlon" lnLo Lyplcal classroom pracLlces Lo
change Lhe way LhaL chlldren lnLeracL wlLh each oLher as Lhey learn.


4

- 1eachers ln !""#$ classrooms provlde lndlvlduallzed scaffoldlng Lo all chlldren ln all acLlvlLles.
Scaffoldlng lnLeracLlons are used ln Lhe course of Leachlng Lo help a chlld LranslLlon from belng
asslsLed by an adulL ln performlng a new Lask Lo belng able Lo perform lL lndependenLly (8odrova &
Leong, 2007). !""#$ programmlng ls also based on Lhe bellef LhaL only Lhose lnLeracLlons LhaL fall
wlLhln each lndlvldual's Zone of roxlmal uevelopmenL (Zu) supporL Lhe very skllls and knowledge
LhaL are on Lhe edge of emergence (vygoLsky, 1978). lor Lhls reason, acLlvlLles ln Lhe !""#$ classroom
are deslgned Lo accounL for a wlde developmenLal range, enabllng all chlldren Lo learn. no chlld ls held
back by Lhe group, and no chlld ls lefL behlnd because Lhe acLlvlLy ls Loo dlfflculL.
- 1eachers ln !""#$ classrooms promoLe Lhe essenLlal aspecLs of maLure and lnLenLlonal make-belleve
play as a parL of dally acLlvlLles, and faclllLaLe chlldren's LranslLlon from make-belleve play Lo playlng
games wlLh rules. LssenLlal aspecLs of maLure and lnLenLlonal make-belleve play lnclude (a) uslng Loys
and props ln a symbollc way, (b) developlng conslsLenL and exLended play scenarlos based on a sLory,
(c) Laklng on and sLaylng ln a preLend role for an exLended play eplsode or a serles of play eplsodes,
and (d) conslsLenLly followlng Lhe rules LhaL deLermlne whaL each preLend characLer can or cannoL do
(8odrova & Leong, 2007).
- !""#$ professlonal developmenL ls deslgned Lo change Leachers' undersLandlng of self-regulaLlon, lLs
role ln learnlng and developmenL, and how Lhey can supporL lLs developmenL. 1he goal ls for Leachers
Lo shlfL Lhelr role ln Lhe classroom from dlrecL Leachlng of a group Lo lndlvlduallzed Leachlng and
scaffoldlng wlLhln a !""#$ acLlvlLy. uurlng Lralnlng, Leachers are lnLroduced Lo Lechnlques Lo monlLor
chlldren's aLLenLlon and check for undersLandlng. LvenLually, Leachers learn Lo concenLraLe on
learnlng processes so LhaL Lhey make sure LhaL chlldren geL Lhe rlghL answer for Lhe rlghL reason.

Act|v|t|es |n the !""#$ Curr|cu|um

1he !""#$ currlculum lncludes acLlvlLles LhaL focus prlmarlly on self-
regulaLlon, such as:
- |ay |ans. ln Lhls acLlvlLy, preschool chlldren learn Lo plan and monlLor
Lhelr own performance by drawlng or wrlLlng abouL who Lhey are golng Lo
be (l.e. a docLor, a baker) and whaL Lhey are golng Lo do ln LhaL role.
Chlldren are expecLed Lo follow Lhelr plans for Lhe beglnnlng of Lhelr play.
1he plan sLarLs on paper, buL ls modlfled and negoLlaLed wlLh oLher
chlldren as each new make-belleve slLuaLlon evolves. 1he lay lan has
several funcLlons: lL helps chlldren sLay ln Lhelr roles, whlch ls crlLlcal for
Lhe developmenL of self-regulaLlon, and helps Lhem declde wheLher or noL
Lhey acLed Lhe way LhaL Lhey had planned. lL also forms Lhe basls for
learnlng how Lo change and modlfy plans, and makes Lhe rules of whaL ls
golng Lo happen expllclL, so LhaL chlldren can regulaLe one anoLher.
- Learn|ng |ans. 1hls acLlvlLy helps klndergarLen chlldren begln Lo monlLor and evaluaLe Lhelr
performance ln learnlng acLlvlLles. 1hese plans help chlldren remember whlch
cenLer Lo go Lo, whlch musL do" acLlvlLy and work producL Lo do ln LhaL
cenLer, and whlch cenLers Lhey have noL vlslLed yeL. ln Lhls way, Learnlng
lans help chlldren sLay on Lask when Lhey flnlsh wlLh someLhlng ln a glven
cenLer. 1hey also have a box for a chlld's sLudy buddy Lo mark when work ls
flnlshed, and ln Lhls way provlde a means for chlldren Lo begln Lo learn Lo
revlew Lhelr own work by pracLlclng oLher-regulaLlon." llnally, Lhese plans
help chlldren reflecL on Lhelr own learnlng. AL Lhe end of each week, durlng

3
an lndlvldual Learnlng Conference wlLh Lhe Leacher, Lhe chlld, wlLh
Lhe Leacher's help, seLs a learnlng goal LhaL ls placed aL Lhe boLLom
of Lhe nexL week's Learnlng lan.
- 1he Ireeze Game. 1hls acLlvlLy also helps chlldren galn experlence
ln monlLorlng and regulaLlng Lhelr performance. ln Lhls acLlvlLy,
chlldren dance Lo muslc and are shown a plcLure of a sLlck flgure ln
a parLlcular poslLlon. When Lhe muslc sLops, Lhe chlldren freeze ln
LhaL poslLlon. As Lhe year progresses, Lhe game becomes more
dlfflculL and lnvolves addlLlonal sLeps.

1he !""#$ currlculum also lncludes acLlvlLles ln whlch Lhe developmenL of self-regulaLlon ls embedded ln
academlc conLenL. 1hese acLlvlLles lnclude:
- 8uddy kead|ng. 1hls acLlvlLy exerclses self-regulaLlon by
requlrlng chlldren Lo Lake Lurns and develop Lhe ablllLy Lo remaln
ln Lhe role of reader" or llsLener" for Lhe enLlre acLlvlLy. !""#$
Leachers use vlsual represenLaLlons of llps and ears Lo supporL
self-regulaLlon ln Lhls acLlvlLy.
- 1he Numera|s Game. 1hls maLh acLlvlLy follows a slmllar formaL,
requlrlng chlldren Lo alLernaLe roles as doers" and checkers."
1he doer recelves a number card and counLs ouL LhaL
number of small Leddy bears lnLo a cup. 1he checker Lhen
Lakes Lhe bears and puLs Lhem on a checklng sheeL wlLh a
numeral and correspondlng number of doLs. lf Lhe bears
cover Lhe doLs wlLh no exLra bears, Lhe chlldren know LhaL
Lhe number ls correcL. 8y Laklng on dolng and checklng
roles lndlvldually, raLher Lhan slmulLaneously, ln acLlvlLles
such as 8uddy 8eadlng and Lhe numerals Came, chlldren
are able Lo develop proflclency ln each acLlvlLy as well as
an lncreased cognlLlve seL-shlfLlng ablllLy.
- Scaffo|ded Wr|t|ng. lnvenLed by 1ools ln 1993, Scaffolded WrlLlng embeds self-regulaLlon/Ll ln Lhe
wrlLlng process. Chlldren plan whaL Lhey are golng Lo wrlLe prlor Lo wrlLlng. 1hey Lhen plan Lhe
message ouL by drawlng a llne Lo sLand for every word. 1hey Lhen go back and dependlng on Lhe
chlld's developmenLal level, Lhey wlll represenL each word wlLh lnlLlal sounds, lnlLlal and endlng
sounds, unLll Lhey reach Lhe polnL of represenLlng every sound
uslng phoneLlc/esLlmaLed spelllng. Many klndergarLen chlldren
begln Lo use spelllng or word paLLerns ln Lhelr wrlLlng, leadlng
Lo convenLlonal spelllng. ln preschool, chlldren add on Lo
sLorles or wrlLe abouL whaL Lhey see when Lhey observe
ob[ecLs ln sclence. ln klndergarLen, chlldren summarlze
chapLers Lhe Leachers have read Lo Lhem ln a flcLlonal sLory and
Lhey wrlLe facLs Lhey wanL Lo remember afLer llsLenlng Lo facL
books. Scaffolded WrlLlng develops plannlng skllls and Lhe
ablllLy Lo monlLor one's wrlLlng. Chlldren reread Lhelr wrlLlng Lo Lhelr sLudy buddy, encouraglng self-
monlLorlng for meanlng by llsLenlng Lo your LhoughLs as you read.




6

key Cha||enges and 8arr|ers to Imp|ementat|on from a Schoo| Leader's erspect|ve
An emphas|s on se|f-regu|at|on requ|res a new way of do|ng bus|ness at the schoo| |eve|. AlLhough
lL sounds llke emphaslzlng self-regulaLlon ls lnLulLlve, a focus on Lhe developmenL of chlldren's self-
regulaLlon skllls requlres a huge paradlgm shlfL for Leachers, and maklng changes Lo LradlLlonal ways
of Leachlng, and classroom and behavlor managemenL. lor example -
o 8elnforcemenL ls a wldely used sLraLegy Lo lncrease chlldren's moLlvaLlon Lo learn and
compleLe Lasks. Chlldren walL unLll Lhe Leacher Lells Lhem LhaL Lhey are rlghL or unLll Lhe
Leacher pralses Lhem or may glve Lhem a reward, llke a sLlcker. 1ools requlres Leachers Lo
abandon relnforcemenL sLraLegles and lnsLead focus on bulldlng lnLrlnslc moLlvaLlon.
Chlldren musL engage ln learnlng Lasks wlLhouL Lhe exLernal reward, buL wlLh an lnLernal
drlve. 1o operaLlonallze Lhls ln a classroom, Leachlng and learnlng acLlvlLles have Lo be
carefully deslgned ln order Lo allow for chlldren Lo self-monlLor, plan and follow Lhrough.
uL anoLher way, Leachers have Lo bulld ln Lhe chlldren an undersLandlng of how Lo follow
Lhe rules on Lhelr own even when an adulL ls noL Lhere.
o 1eachers have Lo Leach dlfferenLly ln order Lo help chlldren develop as self-regulaLed
learners. ln mosL classrooms, Leachers focus on Leachlng new conLenL and correcLlng
chlldren's errors. ln 1ools classrooms, Leachers have Lo focus on helplng chlldren learn how
Lo learn 1(+#) Leachlng new conLenL. 1hls means LhaL a Leachers' feedback Lo a chlld ls noL
prlmarlly cenLered on Lhe facL LhaL Lhe chlld made an error. lnsLead, a 1ools Leacher focuses
her feedback Lo a chlld on whaL Lhe chlld needs Lo undersLand ln order Lo correcL Lhe error.
ln order for Leachers Lo make Lhls shlfL, Lhey musL have a deep undersLandlng of Lhe
developmenLal Lra[ecLory for a glven sklll, and how LhaL error flLs lnLo lL.
o 1eachers have Lo provlde chlldren feedback on Lhelr learnlng ln real-Llme, and place less
emphasls on gradlng" afLer Lhe facL. 1he emphasls ln early prlmary classrooms Lends Lo be
"you goL 12 rlghL and 10 wrong." leedback ls glven long afLer chlldren have forgoLLen whaL
Lhey were Lhlnklng when Lhey made Lhe mlsLake. ln a 1ools classroom, Lhe Leacher has Lo
be able Lo glve more lmmedlaLe feedback when Lhe chlld makes an error. 1he enLlre
classroom has Lo be seL up so LhaL chlldren pracLlce on Lhelr own and learn Lo correcL
Lhemselves, and Lhe Leacher walks from chlld Lo chlld examlnlng Lhe errors LhaL are belng
made, and ln real-Llme, helps Lhe chlld undersLand whaL Lhe mlsLake was and why lL
happened.
o 1he classroom managemenL sysLem has Lo be seL up ln a way LhaL chlldren can run Lhe
classroom on Lhelr own. lnsLead of Lhe Leacher reprlmandlng chlldren afLer argumenLs
happen, Lhe chlldren have Lo know how Lo solve argumenLs on Lhelr own and Lhe classroom
rules have Lo allow for Lhls. lor example, ln 1ools klndergarLen we have a "dlspuLe bag"
whlch conLalns Lools for solvlng Lhe quesLlon of who goes flrsL. 1hese are culLural Lools llke
fllpplng a coln or pulllng a sLraw. 1eachers have Lo make dlsLlncLlons beLween chlldren LhaL
are obedlenL and chlldren LhaL are self-regulaLed. 1hls means LhaL Leachers have Lo
abandon behavlor managemenL sysLems and leL chlldren develop sLraLegles Lo conLrol Lhelr
lmpulses and conform Lo classroom rules and rouLlnes.
o 1eachers have Lo change Lhelr mlndseL regardlng challenglng chlld behavlors. 1eachers ln
1ools classrooms undersLand Lhe causes of behavlors llke aggresslon and bullylng ln young
chlldren noL Lo because of Lhe chlld's personallLy and home llfe, buL Lo be a resulL of a lack
of self-regulaLlon. Aggresslve chlldren usually know oLher alLernaLlves for geLLlng whaL Lhey
wanL, buL aL Lhe momenL of declslon beLween hlLLlng and asklng, Lhey cannoL lnhlblL Lhelr
lnlLlal reacLlon, whlch ls Lo hlL or grab or push. 1eachers have Lo abandon sLraLegles such as


7

Llme ouL," and vlew changlng Lhese behavlors as a learnlng goal LhaL ls lnfluenced Lhrough
Lhe developmenL of self-regulaLlon skllls.

Support|ng teachers through the change process. School leaders musL recognlze LhaL Lhe paradlgm
shlfL noLed above can be a very dlfflculL LranslLlon for Leachers. lL's noL uncommon Lo see Leachers
sLruggle emoLlonally, doubL Lhelr efflcacy, and ulLlmaLely reslsL maklng Lhe changes Lhey need Lo ln
order Lo supporL self-regulaLlon developmenL. 1
1eachers LhaL have a greaL deal of self-regulaLlon Lhemselves are more adepL aL maklng Lhese
changes. 1eachers have Lo be able Lo suppress Lhelr own anxleLy and Lhelr old Leachlng hablLs Lo
Lake on Lhls new way of dolng and Lhlnklng. School leaders can be supporLlve Lo Leachers by
relnforclng LhaL Lhe learnlng goals ln Lhe area of self-regulaLlon are a hlgh prlorlLy and communlcaLe
Lo Leachers LhaL lnnovaLlon ln Lhelr Leachlng pracLlce ls hlghly valued. llnally, school leaders need Lo
conslder how Lo help Leachers experlmenL and adopL new Leachlng sLraLegles ln Lhe conLexL of
school accounLablllLy pressures.

key Cha||enges and 8arr|ers to Imp|ementat|on at the S|te Leve|
- Adequate 1eacher 1ra|n|ng. 1he goal ls Lo Lransform Leacher pracLlce and make Leachers more
reflecLlve and lnLenLlonal. ueveloplng a Lralnlng program LhaL has sufflclenL supporL for Leachers,
coaches, speclal educaLlon sLaff, and admlnlsLraLors has been far more dlfflculL and Llme consumlng
Lhan acLually developlng Lhe acLlvlLles. Many of Lhe early chlldhood Leachers ln aL-rlsk programs have
low levels of formal schoollng and professlonal preparaLlon, and Lhus, requlre a greaL deal of lnLenslve
Lechnlcal asslsLance, lncludlng vldeo exemplars, and coachlng supporL Lo lnLernallze Lhe sLraLegles and
acLlvlLles Lhey need Lo know Lo be able Lo lmplemenL Lhe program wlLh fldellLy.
- 1ra|n|ng 1ra|ners. All !""#$ Lralners are elLher ex-Leachers or ex-coaches who have lmplemenLed Lhe
program ln Lhe classroom. Slnce lL Lakes Llme for a person Lo galn enough experlence wlLh !""#$ Lo be
able Lo Leach lL Lo oLhers, developlng Lralner capaclLy has been a slow process. Moreover, our currenL
Lralnlng model relles heavlly on dlrecL conLacL wlLh Lralners Lo supporL lmplemenLaLlon wlLh fldellLy.
As such, we are llmlLed ln how qulckly we can scale Lhe program. Cur ablllLy Lo grow 1ools ls
dependenL upon our ablllLy Lo Lraln an adequaLe number of Lralners.
- Lack of Understand|ng of the ro|e of mature make-be||eve p|ay |n deve|op|ng Se|f-kegu|at|on-
Lxecut|ve Iunct|on. re-k Leachers do noL undersLand how Lo promoLe Lhe klnd of play LhaL wlll
lncrease a chlld's self-regulaLlon skllls. ln klndergarLen Lhe value of play ln Lhe developmenL of self-
regulaLlon has been compleLely losL, and lLs value ln promoLlng llsLenlng comprehenslon ls also
mlssed.
- Iund|ng for 1eacher 1ra|n|ng. 1he 1ools program ls as much a professlonal developmenL program for
early chlldhood Leachers as lL ls a currlculum LhaL provldes Leachers wlLh Lhe how and whaL Lo Leach.
1hls means LhaL programs LhaL wanL Lo lmplemenL 1ools musL have access Lo resources Lo supporL
professlonal developmenL. lL ls ofLen Lhe case LhaL programs budgeL only for currlculum manuals and
noL for Leacher Lralnlng Lo supporL lmplemenLaLlon.
- rov|d|ng Mater|a|s for the C|assroom. All of Lhe maLerlals necessary Lo lmplemenL !""#$ are Lhlngs
LhaL Leachers can make on Lhelr own or can download from Lhe compuLer and prlnL ouL. 1hls ls a
sLrengLh of Lhe program, as lL ls less cosLly and can be lmplemenLed ln classrooms LhaL have few oLher
resources. AL Lhe same Llme, lL presenLs a challenge when Lhe Leachers have llLLle Llme Lo make
maLerlals or are noL wllllng Lo do so, and Lhe program lacks resources Lo purchase Lhese maLerlals.



8

key Cha||enges and 8arr|ers to Imp|ementat|on |n the 8roader Context of o||cy, kesearch,
kesources, and Iund|ng

- 1he Nature of Se|f-kegu|at|on. Self-regulaLlon ls noL easy Lo modlfy. We have been able Lo lnfluence
Lhe levels of self-regulaLlon for many chlldren, buL noL all. lor some chlldren, lL Lakes more Lhan [usL
Lhe Lwo or Lhree years LhaL Lhey are ln re-k and klndergarLen. lurLhermore, our observaLlons of
chlldren ln flrsL grade who have gone Lhrough Lhe program reveal LhaL self-regulaLlon on lLs own ls noL
enough for chlldren Lo successfully meeL Lhe demands of formal schoollng. Chlldren have Lo have
boLh a hlgh level of self-regulaLlon and Lhe ablllLy Lo read and Lo perform aL grade level for maLh.
Chlldren who sLruggle wlLh readlng or maLhemaLlcs are llkely Lo lose self-regulaLlon as Lhey become
frusLraLed.
- As menLloned prevlously, !""#$ was orlglnally only a preschool lnLervenLlon. 1he program was
exLended lnLo klndergarLen aL Lhe requesL of a number of school dlsLrlcLs, and a 8rldge Lo llrsL
Crade program has been developed Lo exLend many !""#$ acLlvlLles lnLo Lhe prlmary grades.
Whlle we Lhlnk lL ls necessary Lo exLend 1ools Leachlng LacLlcs lnLo Lhe prlmary grades, Lhe
accounLablllLy pressures aL Lhese grade levels make Lhe conLexL challenglng for malnLalnlng a
focus on self-regulaLlon.
- Lxpand|ng the Def|n|t|on of Se|f-kegu|at|on-Lxecut|ve Iunct|on. CuLslde of Lhe fleld of neurosclence
and psychology, self-regulaLlon ls ofLen very narrowly deflned as soclal regulaLlon or lmpulse conLrol,
and conflaLed wlLh soclal/emoLlonal developmenL. 1he conLrlbuLlon of self-regulaLlon Lo cognlLlve
skllls and an undersLandlng of how lL lnfluences Lhe chlld's ablllLy Lo plan, monlLor, and be an
lnLenLlonal learner ls poorly undersLood by many pracLloners ln Lhe fleld of educaLlon. 1hls more
narrow vlew of self-regulaLlon doesn'L Lake lnLo conslderaLlon how learnlng dlfflculLles may have aL
Lhelr source self-regulaLlon lssues, Lhus, leavlng open Lhe posslblllLy LhaL lnLervenLlons wlll emphaslze
[usL Lhe soclal aspecLs of self-regulaLlon, and be lnadequaLe for lnfluenclng Lhe underlylng cognlLlve
skllls chlldren need Lo be successful ln school.
- Measures of Se|f-kegu|at|on. 1he fleld ls sLlll ln Lhe earllesL sLages of developlng assessmenLs for self-
regulaLlon and looklng aL Lhe relaLlonshlp beLween self-regulaLlon assessmenLs and oLher measures of
academlc achlevemenL. We do noL yeL know whlch self-regulaLlon measures are Lhe mosL senslLlve,
wlLh parLlcular concerns abouL classroom-based measures LhaL may have low celllngs. We also need Lo
undersLand more abouL whlch self-regulaLlon measures are more predlcLlve of laLer success. Many
measures work aL one age buL noL anoLher, maklng longlLudlnal evaluaLlon and experlmenLal deslgn
sLudles dlfflculL.
- 1he Short-1erm Cr|entat|on of kesearch Iund|ng. Self-regulaLlon/execuLlve funcLlon ls belng sLudled
ln a 2-year wlndow aL besL. 1here are very few longlLudlnal sLudles belng conducLed, and very llLLle
fundlng ls avallable for Lhem. ln addlLlon, Lhere ls no fundlng avallable Lo sLudy programs LhaL exLend
for 3 years (as ln Lhe case of !""#$2 ln whlch chlldren can aLLend for Lwo years ln preschool and Lhen go
Lo a !""#$ klndergarLen). lL's also Lrue LhaL Lhls shorL wlndow makes lL dlfflculL for slLes LhaL have a
hlgh level of fldellLy Lo be lncluded ln research sLudles. lor example, lL's been Lhe case wlLh 1ools LhaL
ln all flve random conLrol sLudles lL's been a parL of, Lhe Leachers have been ln Lhe flrsL or second year
of learnlng Lhe program when daLa on chlld ouLcomes were collecLed. lL ls exLremely dlfflculL Lo
measure ouLcomes and fldellLy ln Landem. We have learned from lmplemenLaLlon sclence sLudles
LhaL fldellLy ln Lhe second year of lmplemenLaLlon ls acLually worse Lhan ln Lhe flrsL year and LhaL lL ls
really Lhe Lhlrd and fourLh years where fldellLy reaches lLs zenlLh. llnally, Lhls shorL-Lerm orlenLaLlon
does noL allow one Lo sLudy cerLaln 'laLenL" ouLcomes of lnLervenLlon LhaL may noL manlfesL


9

Lhemselves ln Lhe early school years, buL may surface as school demands on chlldren lncrease or
change.
- 1he State Standards Movement. AL Lhe preklndergarLen level, Lhe lack of common sLandards across
sLaLes and Pead SLarL means LhaL 1ools ofLen has Lo adapL acLlvlLles Lo meeL Lhe dlfferlng expecLaLlon
of whaL chlldren should know and be able Lo do across programs and sLaLes. ln klndergarLen, Lhe
common core sLandards movemenL provldes an openlng for a greaLer focus on self-regulaLlon,
however, Lhls has noL yeL LranslaLed Lo lmplemenLaLlon aL Lhe dlsLrlcL and classroom level. 1herefore,
ln Lhe absence of sLandards speclflc Lo self-regulaLlon, lL's llkely LhaL declslons abouL Leachlng and
learnlng aL Lhe early prlmary grades level wlll noL place an equal emphaslze on self-regulaLlon skllls
and conLlnue Lo focus on lmplemenLaLlon of new academlc conLenL sLandards.
- Assessment ract|ce and o||cy. 8elaLed Lo Lhe polnL noLed above regardlng llLLle emphasls on self-
regulaLlon ln Lhe early prlmary grades, assessmenL pracLlces ln klndergarLen conLlnue Lo be Loo
narrow focuslng on LesLlng or evldence of progress on narrowly deflned llLeracy ouLcomes. 1hls has
serlous lmpllcaLlons for Leachlng and learnlng, as Leachers Lend Lo wanL Lo focus paclng of lnsLrucLlon
and favor cerLaln pedagoglcal approaches LhaL are llkely Lo show more lmmedlaLe progress on a
narrow seL of early llLeracy skllls, whlch may or may noL be Lhe mosL lmporLanL Lo emphaslze early ln
Lhe klndergarLen year.
- !""#$ has worked wlLh dlsLrlcLs and sLaLe deparLmenLs of educaLlon Lo Lry Lhe program wlLhouL
Lhe burden of LesLlng and assessmenL ln Lhe flrsL year. Work wlLh Pead SLarL has depended
enLlrely on Lhe granLee. ln some programs, where Lhe admlnlsLraLlon has been commlLLed Lo
worklng ouL Lhese lssues, Lhe program has been lmplemenLed ln full.
- Schoo| D|str|ct Crgan|zat|on and 1urnover |n Adm|n|strat|ons. Some school dlsLrlcLs are hlghly
cenLrallzed, and upper admlnlsLraLlon ls adepL aL helplng Leachers adapL Lo new currlcula. CLher
dlsLrlcLs are noL, maklng lmplemenLaLlon spoLLy aL besL. Along Lhe same llnes, Leachers unlons may
supporL changes ln currlculum, buL Lhey can also flle grlevances agalnsL Lhelr dlsLrlcLs so LhaL Lhey do
noL have Lo adopL anyLhlng new. rlnclpals ofLen do noL have experlence Leachlng ln elLher preschool
or klndergarLen wlLh recenL evldence showlng LhaL ln facL many have llLLle experlence Leachlng
prlmary grades. 1hls llmlLs Lhelr ablllLy Lo evaluaLe and know whaL ls self-regulaLed" behavlor ln
young chlldren and knowlng whaL acLlvlLles are developmenLally approprlaLe for Lhls age group. 1he
blggesL barrler, however, ls Lurnover ln SuperlnLendenLs or upper-level sLaff. 1here ls never a
guaranLee LhaL a program LhaL ls sLarLed wlll be conLlnued.
- !""#$ has developed a speclal Lralnlng program and lad appllcaLlon Lo help rlnclpals
undersLand Lhe program and know when lL ls belng lmplemenLed well, so LhaL Lhey can
effecLlvely evaluaLe Leachers and be moLlvaLed Lo have Lhe program conLlnue.
- Ma|nta|n|ng I|de||ty. ulsLrlcLs and programs may wanL Lo brlng ln oLher acLlvlLles LhaL Lhey feel Lhe
chlldren need, buL Lhese acLlvlLles are unllkely Lo have LheoreLlcal coherence wlLh Lhe !""#$ approach,
whlch alms Lo ensure LhaL Lhe classroom remalns focused on self-regulaLlon.
- !""#$ has developed an endorsemenL process for Leachers ln Lhelr second year Lo ensure LhaL
Lhe fldellLy of Lhe lnLervenLlon ls belng malnLalned. ln Lhls process, whlch ls free Lo Lhe dlsLrlcL,
Leachers submlL answers Lo a seL of wrlLLen quesLlons, vldeoLape Lhelr work ln Lhe classroom,
and produce a paper reflecLlng on LhaL vldeo fooLage. LndorsemenL lasLs for 3 years, afLer
whlch Leachers musL re-apply. !""#$ also pays a number of endorsed Leachers Lo help wlLh flrsL
year Lralnlng ln oLher dlsLrlcLs and sLaLes, and uses Lhe endorsed Leacher pool Lo recrulL Lralners
and coaches for oLher dlsLrlcLs.



10

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vygoLsky, L. S. (1967). lay and lLs role ln Lhe menLal developmenL of Lhe chlldA O"E+)' =)E)#"FI),'0#
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