Self-Regulation in Play-Based Kindergarten Contexts: A Document Analysis of Kindergarten Curriculum Frameworks in Canada and China
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Authors
Ji, Yiqin
Date
Type
thesis
Language
eng
Keyword
Early Childhood Education , Self-regulation , Document Analysis , Comparative Study
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Abstract
Self-regulation is a known early predictor of academic and life success, and its development during kindergarten is crucial (Calkins, 2007; McCain et al., 2011; Montroy et al., 2016; Solomon et al., 2018). Although policy and curriculum documents worldwide now focus on self-regulation, how self-regulation is discussed in kindergarten contexts remains to be explored. Therefore, the purpose of this research is to examine how self-regulation is operationalized in kindergarten curriculum frameworks in Ontario, Canada and Jiangsu, China through within- and cross-case analyses.
This study employed a qualitative document analysis approach. A total of four kindergarten curriculum documents were selected from Ontario, Canada and Jiangsu, China and analyzed using a combination of deductive and inductive approaches. The results of the research question1 indicate that the cognitive, social, emotional, and prosocial domains of self-regulation are meaningfully addressed and discussed in both the Ontario and Jiangsu contexts. The results of research question 2 in terms of learning expectations were that 1) both contexts’ curriculum documents focused on developing emotional regulation, 2) both contexts’ curriculum documents focused on developing social regulation, 3) the Ontario curriculum had a particular focus on developing cognitive regulation, and 4) the Jiangsu curriculum documents had a particular focus on developing behavioral regulation. In terms of pedagogical approaches, three main findings were also identified. First, both contexts’ curriculum documents highlighted the importance of a) setting up appropriate environments, b) guiding, c) encouraging and inspiring, d) using observation and documentation, and e) modeling to support children’s self-regulation. Second, the Ontario curriculum document stressed the importance of teachers encouraging children to make choices. Third, the Jiangsu curriculum documents suggested that teachers should a) design play activities that closely relate to children's daily life and b) establish daily routines. With these findings, Ontario and Jiangsu policymakers can gain insights for further optimizing their respective kindergarten curriculum frameworks. These findings can also help kindergarten teachers in both contexts better operationalize self-regulation and effectively foster self-regulation in play-based learning classrooms. This study builds on the existing self-regulation literature and provides a cross-cultural comparison of kindergarten curriculum frameworks in Canada and China.
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ProQuest PhD and Master's Theses International Dissemination Agreement
Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.
Attribution 3.0 United States