Experiences of Preschool Teachers in the Professional Development Program of Children’s Self-Regulation Skills

Yıl 2022, Cilt: 11 Sayı: 3, 309 - 330, 31.12.2022

Asiye İvrendi Nilgün Kalburan Zeynep Ceren Şimşek

Öz

This study investigates preschool teachers' experiences and perceptions of a professional development (PD) program on children's self-regulation. This PD opportunity was planned around two aims: to increase preschool teachers' awareness of children's self-regulation skills and support participants' understanding and skills to implement the Red Light, Purple Light (RLPL) Self-Regulation Intervention Program in their classrooms. The phenomenological research design is used to examine participant teachers' experiences in the PD program. The participants consist of 23 volunteered public preschool teachers. Data sources were semi-structured interviews and reflective writings. According to the results of the content analysis, the participating teachers thought that the PD program positively affected their personal and professional development. Participating in the PD program broadened their understanding of the conceptual basis of self-regulation in children. In addition, the participants expressed their perceptions about embedding ways of fostering self-regulation in the National Preschool Education Program practices and the structural features of the RLPL Self-Regulation Intervention Program.

Anahtar Kelimeler

Professional development, children’s self-regulation, RLPL Self-Regulation Intervention Program

Destekleyen Kurum

The Scientific and Technological Research Council of Turkey

Proje Numarası

121B351

Kaynakça

• Atal, D., & Sancar, R. (2021). What do research based on the teacher professional development say? Erzincan University Journal of Education Faculty, 23(1), 166-186. https://doi.org/10.17556/erziefd.733863. Bater, L. R., & Jordan, S. S. (2017). Child routines and self-regulation serially mediate parenting practices and externalizing problems in preschool children. Child Youth Care Forum, 46, 243–259. https://doi.org/10.1007/s10566-016-9377-7. Baumeister, R. F., & Vohs, K. D. (Eds.). (2007). Encyclopedia of social psychology 1. Sage. Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20, 899-911. https://doi.org/10.1017/S0954579408000436. Broad, K., & Evans, M. (2006). A Review of literature on professional development content and delivery modes for experienced teachers. Canadian Ministry of Education. Butler, D. L., Lauscher, H. N., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers' professional development. Teaching and Teacher Education: An International Journal of Research and Studies, 20(5), 435-455. https://doi.org/10.1016/j.tate.2004.04.003. Cameron, C. E., & Morrison, F. J. (2011). Teacher activity orienting predicts preschoolers' academic and self-regulatory skills. Early Education and Development, 22(4), 620-648. https://doi.org/10.1080/10409280903544405. Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: A literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487. https://doi.org/10.1080/02619768.2020.1821184. Cevher-Kalburan, N. (2014). “Early Childhood Pre-service Teachers’ Concerns and Solutions to Overcome Them the Case of Pamukkale University.” South African Journal of Education 34 (1): 1–18. Collinson, V., Kozina, E., Kate Lin, Y. H., Ling, L., Matheson, I., Newcombe, L., & Zogla, I. (2009). Professional development for teachers: A world of change. European Journal of Teacher Education, 32(1), 3-19. https://doi.org/10.1080/02619760802553022. Creswell, J. W. (2013). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma deseni (M. Bütün ve S. B. Demir, Çev.). Ankara: Siyasal Yayın Dağıtım. Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140. Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society and Education, 7(3), 252-263. Duckworth, A. L., & Seligman, M. E. P. (2006). Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores. Journal of Educational Psychology, 98(1), 198-208. https://doi.org/10.1037/0022-0663.98.1.198. Earley, P., & Porritt, V. (2014). Evaluating the Impact of professional development: The need for a student-focused approach. Professional Development in Education, 40(1), 112–129. https://doi.org/10.1080/19415257.2013.798741. Erol, A., and İvrendi, A. (2018). “Developing an Instrument for Measuring Self-regulation Skills of 4-6-year-old Children Mother Form.” PAU Journal of Education 44: 178-195. doi: 10.9779/PUJE.2018.213 Eun, B. (2011). A Vygotskian theory‐based professional development: implications for culturally diverse classrooms. Professional Development in Education, 37(3), 319–333. doi:10.1080/19415257.2010.527761. Eun, B., (2008). Making connections: grounding professional development in the developmental theories of Vygotsky. The Teacher Educator, 43 (2), 134–155. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers’ College Record, 103(6), 1013-1055. https://doi.org/10.1177/016146810110300601. Fuhs, M. W., Farran, D. C., & Nesbitt, K. T. (2013). Preschool classroom processes as predictors of children’s cognitive self-regulation skills development. School Psychology Quarterly, 28(4), 347–359. https://doi.org/10.1037/spq0000031. Fullan, M. (2016). The new meaning of educational change. Teachers College Press. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945. https://doi.org/10.3102/00028312038004915. Güler-Yıldız, T., Ertürk-Kara, H. G., Fındık-Tanrıbuyurdu, E., & Gönen. M. (2014). Examining self-regulation skills according to teacher-child interaction quality. Education and Science, 39(176), 329-338. https://doi.org/10.15390/EB.2014.3648. Higgins, J., & Eden, R. (2015). Practice-based inservice teacher education: Generating local theory about the pedagogy of group work. Mathematics Teacher Education and Development, 17(2), 84-97. Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174-180. https://doi.org/10.1016/j.tics.2012.01.006. İvrendi, A. (2016). “Choice Driven Peer Play, Self-regulation and Number Sense.” European Early Childhood Education Research Journal 24 (6): 895-906. doi: 10.1080/1350293X.2016.1239325. Jeong, S., Clyburn, J., Bhatia, N. S., McCourt, J., & Lemons, P. P. (2022). Student Thinking in the Professional Development of College Biology Instructors: An Analysis through the Lens of Sociocultural Theory. CBE—Life Sciences Education, 21(2), ar30. https://doi.org/10.1187/cbe.21-01-0003. Kaya, M. (2020). In-service training activities of MoNE general directorate of teacher training: Participants, educational status, training subjects. Trakya Journal of Education, 10(1), 183-193. https://doi.org/10.24315/tred.562063. Lindvall, J., Helenius, O., & Wiberg, M. (2018). Critical features of professional development programs: comparing content focus and impact of two large-scale programs. Teaching and Teacher Education, 70(1), 121-131. https://doi.org/10.1016/j.tate.2017.11.013. McClelland, M. M., Geldhof, J., Morrison, F., Gestsdottir, S., Cameron, C. E., Bowers, E., Duckworth, A., Little, T., & Grammar, J. (2018). Self-regulation. In N. Halfon, C. Forrest, R. Lerner, & E. Faustman (Eds.), Handbook of life course health development (pp. 275-298). Springer. McClelland, M. M., Tominey, S. L., Schmitt, S. A., Hatfield, B. E., Purpura, D. J., Gonzales, C. R., & Tracy, A. N. (2019). Red Light, Purple Light! Results of an intervention to promote school readiness for children from low-income backgrounds. Frontiers in Psychology, 10(2365), 1-15. https://doi.org/10.3389/fpsyg.2019.02365. Merriam, S. B. (2014). Qualitative research: A guide to design and implementation. San Jossey-Bass. Nawab, A., Bissaker, & Datoo, A. K. (2021). Contemporary trends in professional development of teachers: Importance of recognizing the context. International Journal of Educational Management, 35(6), 1176-1190. https://doi.org/10.1108/IJEM-10-2020-0476. Patton, M. Q. (2018). Nitel araştırma ve değerlendirme yöntemleri. (çev. ed. M. Bütün and S.B. Demir). Ankara: Pegem Akademi. Orr, D., Westbrook, J., Pryor, J., Durrani, N., Sebba, J., & Adu-Yeboah, C. (2013). What are the impacts and cost effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? EPPICentre. Öztürk, M. (2019). An evaluation of an innovative in-service teacher training model in turkey. International Journal of Higher Education, 8(1), 23-36. Pandey, A., Hale, D., Das, S., Goddings, A., Blakemore, S., & Viner, R. M. (2018). Effectiveness of universal self-regulation–based interventions in children and adolescents: A systematic review and meta-analysis. JAMA Pediatrics, 172(6), 566–575. https://doi.org/10.1001/jamapediatrics.2018.0232. Patton, M. Q. (2015). Qualitative evaluation and research methods. Sage. Raver, C. C., Jones, S. M., Li‐Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CRSP’s impact on low‐income preschoolers’ preacademic skills: Self‐regulation as a mediating mechanism. Child Development, 82(1), 362–378. https://doi.org/10.1111/j.1467-8624.2010.01561.x. Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4), 958–972. https://doi.org/10.1037/a0015861. Robson, D. A., Allen, M. S., & Howard, S. J. (2020). Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. Psychological Bulletin, 146(4), 324–354. https://doi.org/10.1037/bul0000227. Rosanbalm, K. D., & Murray, D. W. (2017). Promoting self-regulation in early childhood: A practice brief. OPRE Brief #2017-79. Office of Planning, Research, and Evaluation, Administration for Children and Families, US. Department of Health and Human Services. Salomäki, U., Ruokonen, I., & Ruismäki, H. (2012). Educators' professional and personal growth: A case study of European teachers' in-service training courses. Journal of Teacher Education for Sustainability, 14(1), 20-29. https://doi.org/10.2478/v10099-012-0002-z. Savina, E. (2021). Self‑regulation in preschool and early elementary classrooms: Why it is important and how to promote it. Early Childhood Education Journal, 49(3), 493–501. https://doi.org/10.1007/s10643-020-01094-w. Schmitt, S. A., McClelland, M. M., Tominey, S. L., & Acock, A. C. (2015). Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention. Early Childhood Research Quarterly, 30(Part A), 20–31. https://doi.org/10.1016/j.ecres q.2014.08.001. Schweinhart, L. J. (2003, April). Benefits, Costs, and Explanation of the High/Scope Perry Preschool Program. Paper presentation at the biennial meeting of the Society for Research in Child Development, Tampa, FL. Shabani, K. (2016). Applications of Vygotsky's sociocultural approach for teachers' professional development. Cogent Education, 3(1), 1–10. https://doi.org/10.1080/2331186X.2016.125217. Shahmohammadi, N. (2014). Review on the impact of teachers’ behaviour on students’ self-regulation. Procedia - Social and Behavioral Sciences, 114, 130-135. https://doi.org/10.1016/j.sbspro.2013.12.672. Singer, B. D., & Bashir, A. S. (1999). What are executive functions and self-regulation and what do they have to do with language disorders? Language, Speech, and Hearing Services in Schools, 30(3), 265. https://doi.org/10.1044/0161-1461.3003.265. Skibbe, L. E., Montroy, J. J., Bowles, R. P., & Morrison, F. J. (2019). Self-regulation and the development of literacy and language achievement from preschool through second grade. Early Childhood Research Quarterly, 46, 240–251. https://doi.org/10.1016/j.ecresq.2018.02.005. The Ministry of National Education. [MoNE]. (2006). Early childhood education program (for 36–72 months of age). Directorate of State Books. Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2008). Teacher professional learning and development: Best evidence synthesis iteration. Ministry of Education. Tominey, S., McClelland, M., & Tracy, A. (2018-2020). Training manual: Red Light, Purple Light: A self-regulation intervention. Oregon State University. Tominey, S. L., & McClelland, M. M. (2011). Red light, Purple Light: Findings from a randomized trial using circle time games to improve behavioral self-regulation in preschool. Early Education and Development, 22(3), 489–519. https://doi.org/10.1080/10409289.2011.574258. Ursache, A., Blair, C., & Raver, C. C. (2011). The promotion of self-regulation as a means of enhancing school readiness and early achievement in children at risk for school failure. Child Development Perspectives, 6(2), 122–128. https://doi.org/10.1111/j.1750-8606.2011.00209.x. Vosniadou, S., Lawson, M. J., Van Deur, P., Wyra, M., & Jeffries, D. (2020). Pre-service teachers’ belief systems regarding the importance of teaching students learning strategies: A conceptual change approach. International Journal of Educational Research, 99, 1-17. https://doi.org/10.1016/j.ijer.2019.101495. Vosniadou, S., & Skopeliti, I. (2014). Conceptual Change from the Framework Theory Side of the Fence. Science & Education, 23(7), 1427-1445. https://doi.org/10.1007/s11191-013-9640-3. Vujičić, L., & Tambolaš, A. C. (2017). Professional development of preschool teachers and changing the culture of the institution of early education. Early Child Development and Care, 187(10), 1583-1595. https://doi.org/10.1080/03004430.2017.1317763.