An Early Start to Self-Regulation: Evaluating the Effects of an Early Childhood Self-Regulation Intervention on Educator Beliefs, Knowledge, and Practice

Educational researchers are increasingly evaluating intervention effects on educator outcomes - such as knowledge, beliefs, and practice - as an important precursor to intervention-induced change in children's learning and development within educational settings. This may yield important insights into intervention efficacy, feasibility, and long-term sustainability. In this mixed-method study, we report on the effects of the Preschool Situational Self-Regulation Toolkit (PRSIST) program on early childhood educators' beliefs (i.e. confidence in their knowledge, attitudes, self-efficacy) and self-reported changes to knowledge and practice. This extends upon previous reporting of effects on children's outcomes. Quantitative results indicated significant improvement to educators' confidence in their knowledge of self-regulation, whereas qualitative findings suggested positive perceived change to their knowledge and practice. Findings from this study emphasize the importance of examining educator-level change within a professional development framework and highlight opportunities for future program evaluations.