Exploring the Strategies Employed by Kindergarten Teachers in China to Foster Self-regulation Skills among Young Children

Yefan Guo

doi:10.62051/zxf5kr97

Authors

Yefan Guo

DOI:

https://doi.org/10.62051/zxf5kr97

Keywords:

Self-regulation Skills; Effortful Control; Executive Functioning; Early Years Education.

Abstract

The self-regulation support strategies employed by Chinese kindergarten teachers and the challenges they face when implementing these strategies are investigated. Self-regulation is considered a crucial aspect of school readiness, and this study focuses on children aged 3-6 years. Through a qualitative approach that involves interviews with six kindergarten teachers, this study explores the different strategies used by teachers to promote self-regulation among young children. The findings show that Chinese kindergarten teachers use various techniques, including games, pretend play, music and songs and picture books, to help children develop their self-regulation skills. However, teachers may encounter challenges such as children not engaging in the activities and a lack of experience among the teachers themselves. In this study, the importance of effective self-regulation support strategies in early childhood education is highlighted, and insights are also provided into the specific approaches used by Chinese kindergarten teachers.

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