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"An Early Start to Self-Regulation: Investigating Educators' Beliefs an" by Elena Vasseleu

The emerging ability to regulate one’s thoughts, feelings and behaviours represents a hallmark of early childhood development. Recent findings have identified developmental trajectories for self-regulation as considerably heterogeneous, with variability in the early years a significant predictor for later educational, social, financial and health outcomes. Research suggests that targeted interventions in the early years might have the greatest potential for creating pronounced and stable change. Efforts to effect change in this early childhood period often look to Early Childhood Education and Care (ECEC) settings, given increasingly high rates of attendance by large numbers of children. Such interventions routinely use educators as the mediators for achieving child-level change, yet few studies evaluate the extent to which educator-level change has been achieved. Moreover, there is little evidence about educators’ current self-regulation conceptions and practices, on which to buil ....

Early Childhood Education , Preschool Situational Self Regulation Toolkit , Self Regulation Knowledge , Self Regulation , Early Childhood Educator , Professional Development , Educator Beliefs , Ducator Practice ,

Novice Programming Mistakes · It Will Never Work in Theory

Novice Programming Mistakes · It Will Never Work in Theory
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