ABSTRACT

Self-regulation skills are fundamental for a child’s development and learning. Yet, problems in self-regulation are common and several programmes with varying results have been created to overcome them. In this article, we have reported on a controlled ten-week intervention study. Twenty-eight children aged 4–7 years and with poor self-regulation skills participated in their Early Childhood Education and Care (ECEC) centres. The intervention programme, entitled Kids’ Skills, is based on a strength-based and solution-focused perspective. Compared with the 15-child control group, the intervention group showed significant progress. The Kids’ Skills intervention made visible the teacher’s strong engagement to develop children’s self-regulation skills and the positive interaction, such as how the teacher supports the child in challenging situations. The Kids’ Skills’ strength-based pedagogy, emphasizing that rather than the child being a problem, the child and the teacher work together to solve the child’s problem, increases the child’s involvement and their development of self-regulation skills.

摘要

自我调节技能是儿童发展和学习的基础。然而，自我调节的问题很常见，并且已经创建了几个不同结果的项目来克服这些问题。在本文中，我们报道了一项为期十周的对照干预研究。28 名 4-7 岁且自我调节能力较差的儿童参加了他们的幼儿教育和护理 (ECEC) 中心。名为“儿童技能”的干预计划以基于力量和以解决方案为中心的观点为基础。与15岁儿童对照组相比，干预组有显着进步。孩子们的技能干预让我们看到了老师对培养孩子的自我调节技能和积极互动的强烈参与，例如老师如何在充满挑战的情况下支持孩子。