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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 a...

Abstract The current study sought to investigate the extent to which early childhood educators’ confidence in knowledge, attitudes and self-efficacy for supporting early self-regulation predicted educator behavior and children’s self-regulation outcomes. Data from a diverse sample of 165 early childhood educators participating in a cluster Randomized Control Trial evaluation of a self-regulation intervention were utilized to evaluate the construct validity, reliability and predictive properties of the Self-Regulation Knowledge, Attitudes and Self-Efficacy scale. Evaluation via traditional...