The Kindergarten Readiness Research Program

Our team works to develop ways to both measure and improve self-regulation skills in young children.

We are a team of faculty and students dedicated towards helping young children enter school ready to learn!

The Lab is led by Dr. Megan McClelland, the Director of the Hallie Ford Center for Healthy Children and Families. Her research, along with the work of many others, continues to show that early self-regulation skills (or the conscious control of thoughts, feelings and behavior) are important for academic success. As a research lab, our team works to develop ways to both measure and improve self-regulation skills in young children.

Head-Toes-Knees-Shoulders (HTKS)
Measure of Self-Regulation

The HTKS task of self-regulation is a valid and reliable measure of self-regulation that has been translated into over 20 languages and is being used worldwide.

   Go to webpage

Red Light, Purple Light (RLPL) Intervention

The Red Light, Purple Light Intervention focuses on a series of music- and movement-based circle time games that can be used to promote young children's self-regulation at home and at school.

   Go to webpage

Looking for Undergraduate Research Assistants

Our team will be working with children participating in our Red Light, Purple Light Self-Regulation Intervention and are looking for undergraduate students who may interested in joining our team.

   Details & apply

New grant

Principal Investigator

Megan McClelland (Oregon State University)

Co-Principal Investigators

Tominey, S. L. (Oregon State University), Geldhof, G. J. (Oregon State University), Schmitt, S. A. (Purdue)

Co-Investigators

Hatfield, B. (Oregon State University), Li, T. (Oregon State University), & Mashburn, A. (Portland State University)

Years

2021-2026

Funding

$3,800,000
Institute of Education Sciences, U.S. Department of Education.

Description

This project will test the initial efficacy of Red Light, Purple Light (RLPL), a self-regulation intervention that was developed as part of an IES grant. Researchers will examine if access to one of two versions of RLPL, (self-regulation [SR] or SR+ math/literacy [SR+]), compared to a wait-list control (WLC) condition relates to gains in children's self-regulation, math, and literacy skills in preschool and six months later.

Details

News and media

The 12 Tips for Less Stress: Holiday Advice from the Experts

The science tells us that all this stress can take a toll on our bodies and long-term health, but it doesn’t have to be this way. We reached out to some of the educators and researchers we've interviewed over the course of the year and asked them how they de-stress.

Read full story

 Priming Preschoolers for Success

 Learn more about the priorities new research indicates is foundational to early childhood and later educational achievement.

Read full story

 Repairing damage to refugee and separated children

 Learn more about the child/family policy, the trauma that results and the need for immediate reunification.

Read full story

The Science of a Strong Start

Parents, teachers and caregivers will do all they can to ensure that this transition into a formal school setting is as successful as possible. There are many factors that help determine this success, but one stands out as foundational to all the rest: executive function.

Read full story

Preschool kids can have fun building the crucial life skill of self-regulation, research shows

The best predictor of kids' academic success might not be how many letters they recognize by age 3, but how well they plan ahead, pay attention, remember and follow instructions, and control their impulses and emotions.

Read full story

Too many Oregon students unready for kindergarten, state officials lament

Some districts start the school year needing to instill a lot of self-regulation and interpersonal skills.

Read full story