Promoting Self-Regulation in Early Education Classroom: A Neurocognitive Perspective

Savina, EA (Elena)
James Madison University, 70 Alumnae Dr. MSC 7401, 22801, Harrisonburg USA

 

Submission type

Oral only

Scheduled

Room 116, 10-07-2019, 09:00 - 10:30

Keywords

Self-regulation, inhibition, attention, working memory

Summary

Self-regulation is essential for school-readiness, classroom behavior, and academic achievement (Hernández et al., 2018; Ribner et al., 2017; Rimm-Kauffman et al., 2009). This presentation will discuss discrete neurocognitive processes involved in self-regulation including motor and cognitive inhibition, voluntary attention, and working memory. For example, motor inhibition predicts gains in emergent literacy, math, and vocabulary (McClelland et al., 2007). At the same time, poor attention skills lead to learning problems, especially in early grades (Rabiner et al., 2016). Furthermore, in early elementary school, self-regulation is closely linked with visual-motor integration and motor skills, a fact which is important to take into account when assessing school readiness and designing self-regulation interventions (Becker et al., 2014; Cameron et al., 2012). The presentation will highlight classroom demands for each neurocognitive process involved in self-regulation and their role in learning and classroom behavior.

The presentation will offer evidence-based interventions which promote self-regulation skills. Session attendees will learn how attention coaching, teaching students’ meta-attention skills, and providing optimal cognitive load impact students’ attentional control. The role of movement activities, mindfulness, and games with rules for students’ motor inhibition, working memory, and voluntary attention will be demonstrated.

 

Auteurs