Improving self-regulated learning of preschool children: evaluation of training for kindergarten teachers.
BACKGROUND
In the context of lifelong learning, self-regulated learning is an important competence. Children between 4 and 6 years of age are at a crucial step in their life to develop self-regulatory competence. That is why their kindergarten teachers play an important role as instructors as well as role models.


OBJECTIVE
This study tested the effects of self-regulation training for kindergarten teachers concerning their own self-regulation and methods to foster self-regulation in children at preschool age whom they were teaching.


METHODS
In this study, 35 German kindergarten teachers and 97 children participated. All adult participants were graduated kindergarten teachers.


METHODS
The kindergarten teachers were tested with a questionnaire 2 weeks before and after the training. At the same time, the preschoolers were interviewed. A waiting control group design was applied.


CONCLUSIONS
The results obtained by means of analyses of variance show that the self-regulation of the kindergarten teachers as well as the self-regulated learning of preschoolers whose kindergarten teachers took part in the training improved significantly. The results indicate that it is possible to improve self-regulated learning of preschool children by a training programme for kindergarten teachers.
Institute of Psychology, University of Technology, Darmstadt, Germany. perels@psychologie.tu-darmstadt.de
Franziska
F
Perels
Miriam
M
Merget-Kullmann
Milena
M
Wende
Bernhard
B
Schmitz
Carla
C
Buchbinder
D000328:Adult; D000339:Affect; D002648:Child; D002675:Child, Preschool; D003479:Curriculum; D004493:Education; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D017145:Models, Educational; D009042:Motivation; D020377:Self Efficacy; D012927:Social Control, Informal; D012941:Social Responsibility; D012951:Socialization; D013663:Teaching