The Rigorous and Regulated Learning Environment

A community-based partnership to transform interactions among vulnerable populations in early education and care settings

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

Share this

#Harvard researchers use self-regulation to help educators create high-quality learning environments