Dates of Project: September 2011 through September 2013
Researchers at Harvard piloted an intervention to promote “self-regulation” (the ability to manage one’s emotions and behavior) among early childhood educators to support them in creating high-quality learning environments for vulnerable children. The intervention included 32 weekly, one-hour workshops and classroom-based coaching.
The researchers collected preliminary evidence suggesting:
- The intervention helped teachers understand how their emotions triggered responses in the children under their care.
- Children enrolled in the participating teachers’ classrooms performed better on measures of literacy, self-regulation, and decision-making compared to their peers