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
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.
- Supporting Adults to Support Young Children September 1, 2013
- Child FIRST Develops an Evidence-Based Early Childhood Intervention June 19, 2015
- About this grant