A3 Book section, Chapters in research books
How Do Children Describe Learning Self-Regulation Skills in the Kids’ Skills Intervention? (2022)

Hautakangas, M., Uusitalo, L., & Kumpulainen, K. (2022). How Do Children Describe Learning Self-Regulation Skills in the Kids’ Skills Intervention?. In H. Harju-Luukkainen, N. Bahdanovich Hanssen, & C. Sundqvist (Eds.), Special Education in the Early Years : Perspectives on Policy and Practice in the Nordic Countries (pp. 119-134). Springer. International Perspectives on Early Childhood Education and Development, 36. https://doi.org/10.1007/978-3-030-91297-0_9

JYU authors or editors

Publication details

All authors or editors: Hautakangas, Merja; Uusitalo, Lotta; Kumpulainen, Kristiina

Parent publication: Special Education in the Early Years : Perspectives on Policy and Practice in the Nordic Countries

Parent publication editors: Harju-Luukkainen, Heidi; Bahdanovich Hanssen, Natallia; Sundqvist, Christel

ISBN: 978-3-030-91296-3

eISBN: 978-3-030-91297-0

Journal or series: International Perspectives on Early Childhood Education and Development

ISSN: 2468-8746

eISSN: 2468-8754

Publication year: 2022

Publication date: 21/04/2022

Number in series: 36

Pages range: 119-134

Number of pages in the book: 285

Publisher: Springer

Place of Publication: Cham

Publication country: Switzerland

Publication language: English

DOI: https://doi.org/10.1007/978-3-030-91297-0_9

Publication open access: Not open

Publication channel open access: 

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/83977

Abstract

In this chapter, 26 Finnish children between 4 and 4 years old described how they learned self-regulation skills after participating in the Kids’ Skills programme in an early childhood education (ECE) setting. Kids’ Skills is a programme aimed at developing children’s self-regulation skills in a solution-focused and narrative way (Furman, Muksuopin lumous. Luova tapa valita lapsia voittaa psyykkiset ongelmat. [The enchantment of the Kids’ Skills. A creative way to choose children to overcome mental problems]. Lyhytterapiainstituutti, 2016). The participating children were diagnosed as having difficulties in their self-regulation. Following the Kids’ Skills intervention, the children described their learning in the form of narratives and drawings. The data were analysed using a thematic content analysis framed by Hicks’ (Contextual inquires: a discourse-oriented study of classroom learning. In: D. Hicks (ed) Discourse, learning and schooling (pp 104–141). Cambridge University Press, 1996) sociocultural model. The findings show how the children described how learning self-regulation skills created new opportunities to have playmates. The children described learning as regulating their behaviour so that their previous challenging behaviour could turn into a strength, such as their bullying behaviour turning into friendship. In addition, the children described a change in their group membership when they were accepted to participate in joint action, and they learned to express themselves more courageously. The results indicate that learning self-regulation skills is relevant to the child, and interventions to promote the child’s self-regulation skills are recommended.

Keywords: children (age groups); preschoolers (age group); emotional skills; self-regulation (control); social skills; social interaction; early childhood education and care

Free keywords: self-regulation skills; Kids’ Skills; intervention; early childhood education

Contributing organizations

Ministry reporting: Yes

VIRTA submission year: 2022

JUFO rating: 2