Self-regulation skills – the skills that help children pay attention, follow directions, stay on task and persist through difficulty – are critical to a child’s success in kindergarten and beyond. But how can we help children learn the skills? Check this guide I wrote about earlier this week but there is also a new study from Oregon State University shows that an intervention that uses music and games to help preschoolers learn self-regulation skills is helping prepare at-risk children for kindergarten.
From the press release:
“Most children do just fine in the transition to kindergarten, but 20 to 25 percent of them experience difficulties – those difficulties have a lot to do with self-regulation,” McClelland said. “Any intervention you can develop to make that transition easier can be beneficial.”
The results of the new study are notable because positive effects of an intervention, especially one that aims to improve self-regulation and academic achievement, can be difficult for researchers to find, said McClelland, the Katherine E. Smith Healthy Children and Families Professor in the College of Public Health and Human Sciences.
The intervention was most effective among children who are considered at highest risk for struggling in school – those from low-income backgrounds who are learning English as a second language. In addition to a positive effect on self-regulation, the intervention had a positive effect on math achievement for English language learners.
“The math gain was huge,” McClelland said. “English language learners who were randomly assigned to the intervention showed a one-year gain in six months. This was in spite of the fact that we had no math content in these games.”
That indicates that children were more likely to integrate the self-regulation skills they’ve learned into their everyday lives, McClelland said. It also supports previous research finding strong links between self-regulation and math skills.
In all, 276 children enrolled in a federally funded Head Start program for at-risk children in the Pacific Northwest participated in the study. Children ranged in age from three to five, with most about four years old. Children were randomly assigned to either a control group or the intervention program.The study was published recently in Early Childhood Research Quarterly. Lead author Sara A. Schmitt conducted the research as a doctoral student at OSU and now is an assistant professor at Purdue University. In addition to McClelland, the other authors of the study are Alan C. Acock of Oregon State and Shauna L. Tominey of Yale University.
The intervention ran for eight weeks, with two 20- to 30-minute sessions each week. Research assistants came into classes and led children through movement and music-based games that increased in complexity over time and encouraged the children to practice self-regulation skills.
One game used in the activities was “Red Light, Purple Light,” which is similar to “Red Light, Green Light.” A researcher acted as a stoplight and held up construction-paper circles to represent stop and go. Children followed color cues, such as purple is stop and orange is go, and then switched to the opposite, where purple is go and orange is stop.
Additional rules are added later to increase the complexity of the game. The game requires children to listen and remember instructions, pay attention to the adult leading the game and resist natural inclinations to stop or go.
“It’s about helping the children practice better control,” McClelland said. “The games train them to stop, think and then act.”
Researchers evaluated children’s self-regulation and academic achievement before and after the intervention and found that children who had received the intervention scored significantly higher on two direct measures of self-regulation. English language learners who participated in the intervention also scored significantly higher in math than their peers in the control group.
Researchers want to continue improving the games used in the intervention and expand the use of the intervention to more children, McClelland said. Because the games are somewhat simple and require few materials, training teachers is fairly easy and the program is relatively low-cost for schools, she said.
Abstract of the study:
The present study examined the efficacy of a self-regulation intervention for children experiencing demographic risk. Utilizing a randomized controlled design, analyses examined if children (N = 276 children in 14 Head Start classrooms; M age = 51.69, SD = 6.55) who participated in an 8-week self-regulation intervention demonstrated greater gains in self-regulation and academic achievement over the preschool year compared to children in a control group. In addition, indirect intervention effects on achievement outcomes through self-regulation were explored and differential intervention effects for English language learners within a sample of children from low-income families were tested. Results indicated that children in the intervention group demonstrated stronger levels of self-regulation compared to the control group in the spring of the preschool year. Group comparisons also revealed that the intervention was related to significantly higher math skills for children who were English language learners. In other words, English language learners who participated in the intervention demonstrated stronger levels of math in the spring of preschool in comparison to children in the control group and relative to English speakers who also participated in the intervention. The present study provides support for the efficacy of a school readiness intervention in promoting self-regulation and achievement in young children, especially English language learners.