Self-regulation in Thai preschoolers: the impact of the 101s positive discipline teacher training on teacher interaction practices and children's self-regulation

Abstract

This research investigated the impact of the 101s positive discipline teacher training on teacher interaction practices and children's self-regulation in Thailand, using quasi-experimantal, pre-post test research design. The 101s is a tool for teachers to interact to their students with warm and responsive care. It contains positive discipline techniques focusing on promoting children's social and emotional competence. Preschool teacher (n=11) and their children (n=45) at age 3-5 years old enrolled in two schools were the sample of the research. The sample was divided into two groups. First, the 101s training group in which the teachers received the training consisted of 6 teachers and 20 children. Second, the control group in which the teachers received no training consisted of 5 teachers and 25 children. An independent samples t-test and a series of analysis of covariance (MANCOVA) were utilized to evaluate the significant differences in the mean scores on teacher interaction practices, as measured by teacher interaction Checklist, and children's self-regulation, as measured by the BRIEF-P. The results showed that the teachers in The 101s training group had significantly higher scores on positive interaction practices and significantly lower scores on negative interaction practices (i.e., positive behavioral management and verbal punishment), comparing to the teachers in the control group. The results also showed that the children in The 101s training group had significant differences in self-regulation scores (i.e., inhibition and inhibitory self-control), comparing to the children in the control group. The findings suggested that The 101s teacher training program had a positive effect on teacher's interaction practices and children's self-regulation. The implications, Limitation and suggestions of the research are discussed.