The Repository @ St. Cloud State

Open Access Knowledge and Scholarship

Date of Award


Culminating Project Type

Starred Paper

Degree Name

Curriculum and Instruction: M.S.


Teacher Development


School of Education

First Advisor

Ramon Serrano

Second Advisor

Hsueh-I Lo

Third Advisor

Agusto Rojas

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

self-regulation, kindergarten, early learning


Self-regulation in a kindergarten classroom is something that every student has to learn when entering school. With the help and support of the teacher, it is beneficial to students and their classmates if they can have body regulation during learning time. What are ways that kindergarten students can effectively self-regulate and what are the positive effects in the classroom? How can teachers support the student’s self-regulation in the classroom setting? As a response, a self-regulation station was set up from the beginning of the school year gathering data for 4 months. Large group instruction, modeling and using specific terms of monitoring self-regulation were used. In the station students chose to use belly-breathing or the breathing ball to focus on themselves and their deep breathing. Kindergarten students enter their schooling at different levels of self-regulation and various backgrounds. Each child also has different life experiences that effect their behavior in the classroom setting for the first time. In conclusion to this study, most kindergartners could self-regulate with the help of the teacher and the consistency of the self-regulation station. The classroom environment showed an increase in uninterrupted learning following after providing the positive outcomes of the self-regulation station. The independent levels in the students were also evident. In contrast, the time of the year and days of the week play a role in how well a kindergartner can self-regulate.



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