Teaching Children Self-Regulation Skills within the Early Childhood Education Environment: A Feasibility Study

This study explores the feasibility of teaching self-regulation skills in an early childhood setting. Based on the concepts of the Alert Program, one early childhood classroom of 19 students (ages 3–5 years) and two classroom teachers took part in the Ready CLASS Project. The 8-week intervention focused on increasing self-regulation skills in young children through intentional group instruction and embedded experiences. This study utilized a time-series, quasi-experimental design. The results indicate that children’s vocabulary about self-regulation and feelings recognition capacity can be influenced when the activities and experiences become embedded into the daily routine of the classroom.