An exploration of how self-regulation develops, is supported, and understood in the Reception classroom

Bartram, Rebecca ORCID: 0000-0003-4102-7608 (2024). An exploration of how self-regulation develops, is supported, and understood in the Reception classroom. University of Birmingham. Ph.D.

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Abstract

In recent years, there has been an increased focus in education on self-regulation and self- regulated learning in young children, leading to it being included in the revised 2021 statutory guidance for the foundation stage (DfE, 2021b). The reasoning for this stems from research and educational theory dating back to the 1960s up to the present day, that links good self- regulation with better success in life and academic outcomes. Much of the literature and research has been undertaken within the areas of cognitive psychology, and social and developmental psychology. It has focused on working memory, inhibition and shifting, known as executive functions in cognitive psychology, and metacognition and reflectivity in social and developmental psychology, which are understood to be necessary components for self- regulation.

This study comprises of two case studies and seeks to explore and further understand how self-regulation develops in young children, how it is supported in a classroom context, and understood by teachers working with the revised 2021 curriculum. A blend of interviews, observations, and questionnaires have been used together data exploring stakeholders’ understanding of self-regulation within the context of a reception classroom. The fieldwork was undertaken in 2021, following two academic years of disruption and school closures due to the Covid-19 global pandemic. As such, the impact of this unprecedented disruption is also considered.

The findings suggest teachers are aware of the importance of emotional development for the acquisition of skills necessary for learning, but their understanding of the breadth of what self-regulation means has not been developed. Further support through training and continued professional development (CPD) will enable teachers to support children in targeted and meaningful ways. A school’s culture and the relationships between staff and parents also have an impact on the children’s experience while in the classroom. The pedagogy of early years teachers supports children to develop the necessary skills for self- regulation. However, this is not always recognised as distinctive and there is the possibility of missed opportunities for some children.

The study shows the breadth of other factors such as parents and home experiences that are critical to a child’s development of self-regulation before they enter school. These important aspects can be used to understand why some children are, more or less, affected with regards to their ability to self-regulate and the impact that can be attributed to the disruption and school closures caused by Covid-19. Findings suggest the need for a greater understanding of the importance of parenting and child development on a societal level.

Contributions identified can be used to inform future research and policy, utilising the pedagogical tools developed from this study into classroom practice to enhance support and provision for children in developing self-regulation skills.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):