Doing What Works With Scaffolding Early Learning (SEL)
Because SEL is a research-based program we seek to partner with research institutions to continue building the academic knowledge base regarding the effects of self-regulation on student outcomes and how best to support its development in children.
Here are three recent studies showing the effectiveness of a similar program using SEL strategies in a pre-school and kindergarten setting:
- Educational Effectiveness of a Vygotskian Approach to Preschool Education: A Randomized Trial. Barnett, W., Jung, K., Yarosz, D., Thomas, J., Hornbeck, A.
In a double-randomized design study of preschools using SEL strategies compared to a control group using a high-quality ECE program with no emphasis on self-regulation, children in the SEL strategy classrooms were found to have higher rates of self-regulation. (The study was conducted by the NIEER, National Institute for Early Education Research.) In addition to student gains, teachers trained in Tools scored higher in classroom management measures, used classroom time more productively, and had a higher rate of appropriate and cognitively challenging interactions, as measured by the Early Childhood Environmental Rating Scale and the CLASS.
- Preschool Program Improves Cognitive Control. Diamond, A.
A follow-up study using classrooms from the NIEER study above compared the self-regulation/executive levels of children in preschool classrooms using SEL strategies with a group of matched controls who did not, and found higher levels of executive function/self-regulation as measured on neurocognitive tests (University of British Columbia Medical School). Student levels of self-regulation were correlated with achievement levels on standardized tests (Woodcock Johnson, Peabody Picture Vocabulary test). The November 30, 2007 issue of Science Magazine presents the results from this study.
Annual Grant Performance Report. (2003, 2004, 2005). Big Horn School District #1, WY.
Annual Grant Performance Report. (2004, 2005, 2006). Mississippi Bend Area Education Agency, IA.
Annual Grant Performance Report. (2004, 2005, 2006). District U46, Elgin, IL.
Annual Grant Performance Report. (2005, 2006). Janesville School District, Janesville, WI.
Diamond, A., Barnett, W. S., Thomas, J., & Munroe, S. (2007, November) Preschool program improves cognitive control. Science, 1387–1388. doi: 10.1126/science.1151148
- Doing what works: Research-based education practices online. Preschool language and literacy– Teach phonological awareness. School district of Janesville. Retrieved from
http://www.dww.ed.gov/profiles/?T_ID=15&P_ID=30&sID=185
SEL Strategies and Vygotskian Approach
- Online resources
- Davidson Films produced four videos using the concepts and instructional techniques developed for Tools:
- Building Literacy Competencies in Early Childhood, Davidson Films, 2000. 30 minutes.
- Play: The Vygotskian Approach Davidson Films, 1996. 28 minutes.
- Scaffolding Self Regulated Learning in the Primary Grades. Davidson Films, 1996. 28 minutes.
- Vygotsky: An Introduction Davidson Films, 1994. 29 minutes.
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Bodrova, E. & Leong, D. J. (2007). Tools of the Mind: The Vygotskian approach to early childhood Education (2nd ed.). Columbus, OH: Merrill/Prentice Hall.
Bodrova, E. (in press). Make-believe play vs. academic skills: A Vygotskian approach to today’s dilemma of early childhood education. In A. Tuna & J. Hayden (Eds.), Moving forward together: Early childhood programs as the doorway to social cohesion. An East-West perspective. United Kingdom: Cambridge Scholars Publishing.
Bodrova E., & Leong, D. (in press). Revisiting Vygotskian perspectives on play and pedagogy. In Rogers, S., Rethinking play and pedagogy in early childhood education: Concepts, contexts, and cultures. Routledge.
Bodrova, E. & Leong, D. (2007). Play and early literacy: A Vygotskian approach. In K. A. Roskos & J. F. Christie (Eds.), Play and literacy in early childhood (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Leong, D. J., Bodrova, E. (2009). Tools of the Mind: A Vygotskian based early childhood curriculum. Early Childhood Services: An Interdisciplinary Journal of Effectiveness, 3(3), 245–262.
Bodrova, E., Leong, D. J., Paynter, D.E., Hensen, R.. (2003). Scaffolding literacy development in a preschool classroom. Aurora, CO: McREL.
Self-Regulation
Bodrova, E., & Leong, D. J. (2008) Developing self-regulation in young children: Can we keep all the crickets in the basket? Young Children, 63(2), 56–58.
Bodrova, E. & Leong, D. J. (2006). The development of self-regulation in young children: Implications for teacher training. In M. Zaslow & I. Martinez-Beck (Eds.), Future directions in teacher training, pp. 203–224,New York: Brooks-Cole.
Bodrova, E. & Leong, D. J. (2005). Self-regulation: A foundation for early learning. Principal, 85(1),30–36.
Bodrova E. & Leong, D. J. (1998). Development of dramatic play in young children and its effects on self-regulation: The Vygotskian approach. Journal of Early Childhood Teacher Education, 19(2), 38–46.
Online resources
Pre-K Now: http://www.preknow.org
NIEER: http://nieer.org
Print resources
Bodrova, E. & Leong, D. J. (2006). Vygotskian perspectives on teaching and learning early literacy. In D. Dickenson & S. Neuman (Eds.), Handbook of research in early literacy development: Vol. 2. (pp. 243–256) Guilford Press.
Bodrova, E. & Leong, D. (2005). High quality preschool programs: What would Vygotsky say? Early Education and Development Special Issue: Early Childhood Program Quality 16(4), 435–444.
Bodrova E., & Leong, D. J. (2004). Child outcomes in Pre-K programs: Will they help or hurt? Policy Brief #5. New Brunswick, NJ: National Institute for Early Education Research.
Bodrova, E. & Leong, D. (2003). How play rich environments foster literacy high level play. Early Childhood Today. pp.22–25.
Bodrova E., & Leong, D. J. (2003). The Importance of being playful. Educational Leadership 60(7), 50–54.
Bodrova, E., Leong, D. & Paynter, D. (1999). Literacy Standards for Preschool Learners. Educational Leadership, 57(2), 42–46.
Bodrova E., & Leong, D. J. (1998). “Adult influences on play: Vygotskian approach.” In D. Fromberg & D. Bergen (Eds.) Play and its role in development. (pp. 277–282). New York: Garland Press.
Bodrova, E., Leong, D. J., Paynter, D. E., & Semenov, D. (2000). A Framework for early literacy instruction: Aligning standards to developmental accomplishments and student behaviors—Pre-K through kindergarten. Aurora, CO: McREL (Mid-continent Research for Education and Learning).
McAfee, O., Leong, D. J. & Bodrova, E. (2004). Primer on early childhood assessment: What every teacher should know. Washington, DC: National Association for the Education of Young Children
Coaching
Lindsey, Delores B., Martinez, Richard S., Lindsey, Randall B. (2007). Culturally proficient coaching: Supporting educators to create equitable schools. Thousand Oaks, CA: Corwin Press.
Diverse Learners
Online resources
Language Development for English Language Learners Professional Development Module [K–12]
Center on Instruction Language Development for English Language Learners Facilitator's Guide
Challenging Common Myths about English Language Learners
Print resources
August, D. L., & Siegel, L. S. (2006). Literacy instruction for language-minority children in special education settings. In D. L. August & T. Shanahan (Eds.), Developing literacy in a second language: Report of the National Literacy Panel. Mahwah, NJ: Lawrence Erlbaum Associates.
Cajete, G. (1993). Look to the Mountain: An Ecology of Indigenous Education. Ashville: Kivaki Press.
Fox, Sandra. (Ed.). (2000). Creating a sacred place to support young American Indian and other learners in grades K–3: Vol. 2. Polson, Montana: National Indian School Board Association.
Delpit, L., Kilgour Dowdy, J. (Eds.). (2002). The skin that we speak: Thoughts on language and culture in the classroom. NY: The New Press.
Demmert, W., & Towner, J. (2003). A review of the research literature on the influences of culturally based education on the academic performance of Native American students. Portland, Oregon: Northwest Regional Educational Laboratory.
Reinhardt, M., & Maday, T. (2006) Interdisciplinary manual for American Indian inclusion. Tempe: EdOptions.
Reyhner, J. A. (Ed.). (2004). Teaching American Indian students. Norman: University of Oklahoma Press.
Tabors, P., Paez, M., & Lopez, L. (2003). Dual language abilities of bilingual four year olds: Initial findings from the early childhood study of language and literacy development of Spanish-speaking children. NABE Journal of Research and Practice, 1(1), 70–91.
Wong-Fillmore, L. & Snow, C. (2000). What teachers need to know about language. Washington, DC: ERIC Clearinghouse on Languages and Linguistics.
Developmentally Appropriate Practice
Copple, C., & Bredekamp, S. (Eds.). (2009a). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). Washington, DC: NAEYC.
Copple, C. & Bredekamp, S. (2009b, June). The revised developmentally appropriate practice: Q and A with the Editors. Session presented at the 18th National Institute for Early Childhood Professional Development, Charlotte, NC.
Parents and Families / School Readiness
As a resource for families, we encourage parents to subscribe to Parent & Child online magazine available here: http://www2.scholastic.com/browse/parentchild.jsp. The site, published by Scholastic, provides families with a resource on raising children from birth through age 12 and includes topics in these major categories:
- School and learning
- Books and reading
- Activities
- Family life
In addition, the monthly print version of Parent & Child magazine can provide information to families on important issues such as health, food, and activities. The following article stresses the importance of imaginative play to build self-regulation and pre-reading skills. The article distinguishes “mature” play from other types of play and includes suggestions for fostering higher level play at home.
Leong, D. J., & Bodrova, E. Playing to learn: Understand and promote high-level language-building play. Scholastic. Retrieved from http://www2.scholastic.com/browse/article.jsp?id=715
Leong, D. J., & Bodrova, E. (2003, November). Self-regulation: What parents can do to help children at home. Parent & Child. New York, NY: Scholastic.
Leong D. J., & Bodrova, E. (2003). How language and literacy develop through children’s play. Parent & Child, pp. 10–12. New York, NY: Scholastic.