The Rigorous and Regulated Learning Environment

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

Key Results

According to their report to RWJF, project staff:

  • Authored Supporting Adults to Support Young Children, which presents three case studies of parent- and educator-focused initiatives designed to build emotional intelligence in adults and children.
  • Designed and piloted an intervention to support early educators and caregivers of young children in low-income communities.
  • Collected data that indicated the program had a positive impact on both adults and children.
  • Produced The Rigorous and Regulated Learning Environment: Facilitator Manual describing the training modules and other components of the project.

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