Intentional Strategies that Build Self-Regulation in Preschoolers

Author

Melissa MartinFollow

Date of Award

12-12-2019

Document Type

Thesis

Degree Name

Master of Arts in Education

Department

Education

Program

Early Childhood Education

Capstone Instructor

Kelly Sadlovsky

Second Reader

Elisabeth Amirahmadi

Keywords

preschool, self-regulation, sensory processing, increased attention

Abstract

As academic standards continue to increase, young children are often challenged to attend to structured and teacher-directed educational activities for developmentally inappropriate periods of time. In response, there is an increasing awareness of how academic achievement and self-regulation are affected by difficulties in sensory processing. Traditional interventions for children with Sensory Processing Disorder (SPD) have primarily been conducted by trained Occupational Therapists (OT) in clinical based settings. This capstone investigated research on possible collaborative interventions and environmental supports and adaptations within the classroom setting that would build self-regulation and attention in all preschool children. The studies reviewed indicated support for a number of strategies that included the use of alternative seating, physical activity breaks, yoga, collaboration with OT’s, and teacher training. Some strategies, such as weighted vests, therapy balls, and direct occupational therapy, garnered mixed results, but there was significant support for the use of interventions to increase self-regulation and attention in preschoolers, especially those at-risk for attention difficulties.

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