Teachers’ scaffolding behaviors support children’s self-regulation skills in the classroom. However, little evidence is available regarding the presence of self-regulation scaffolding behaviors in preschool teachers, and how they vary throughout the year and in different learning experiences. Less is known about these behaviors in Latin American preschool contexts. The main goal of this study was to develop a coding system to examine and compare preschool teachers’ self-regulation scaffolding behaviors at the beginning and end of the school year in two learning experiences (i.e. greeting time and math instruction). Participants were 18 Chilean preschool teachers (M age = 37.17 years; SD = 8.83). Seventy video segments were coded based on teacher behaviors targeting children’s self-regulation. The coding system included three scales: Instructional Strategy, Management Organization, and Warmth Responsivity. Research Findings: Findings revealed a greater presence of teachers’ self-regulation scaffolding behaviors in the Instructional Strategy scale than in the Management Organization and Warmth Responsivity scales. Also, the presence of teachers’ self-regulation scaffolding behaviors in the Instructional Strategy and Warmth Responsivity scales was related to the type of learning experience. Practice or Policy: The description of self-regulation scaffolding behaviors in Chilean preschool teachers contributes to understanding the role of teachers in the preschool context.
Bibliographical noteFunding Information:
Support for this research was provided by the Chilean National Fund for Scientific and Technological Development (ANID/CONICYT FONDECYT) through a grant to M. I. Susperreguy . Support for analysis and writing was also provided by ANID–MILENIO–NCS2021_014. The authors are grateful to the schools and children who participated in the study, as well as to the research assistants who contributed to the data collection.
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