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.
Learn more about the child/family policy, the trauma that results and the need for immediate reunification.
Self-regulation is a necessary skill for children that aids their development and success in school and life. This expertly-designed course gives you the training needed to implement evidence-based self-regulation activities in early childhood learning settings.
Teachers and parents of preschoolers have a new resource from Oregon State University professor Megan McClelland and OSU graduate Shauna Tominey, whose new book demonstrates how to help 3-to-6-year-olds flourish during their formative years.
The book offers early childhood education teachers the latest research, a wide variety of hands-on activities to help children learn and practice self-regulation techniques, as well as tips and tools for integrating those activities into early learning settings.
“Stop, Think, Act” is also useful for parents of children ages 3-6 who are looking for ways to help prepare their children for schools, said McClelland, a nationally-recognized expert in child development.
On April 13th, 2016, Dr. McClelland guest lectured in Norway on the importance of children’s self-regulation for success! In her talk, she describes what self-regulation is and how it can protect children who are struggling. Finally, the talk focused on interventions that have been found to strengthen children’s self-regulation and early school success.
The study examined the Head-Toes-Knees-Shoulders (HTKS) task—a five to seven-minute activity measuring behavioral self-regulation and executive function (EF)—as a predictor of academic achievement over the transition to formal schooling. Compared to other measures of individual aspects of EF, the HTKS task is a practical and efficient predictor of academic growth and school readiness in children transitioning from prekindergarten to kindergarten.
View Infographic: Predicting Academic Success in Early Childhood Education