The next seminar will be with Alfredo BAUTISTA (Associate Professor, Department of Early Childhood Education (ECE)
Title: Effectiveness of RAMSR delivered by kindergarten teachers trained online on low SES children’s self-regulation
When:March 3rd – 11 am – 12 am
Where: Espace Pouillon
Summary: Research shows that at least 30% of children in economically developed countries display self-regulation problems (i.e., difficulties in managing their behavior, cognition, and emotions). Self-regulation is arguably the most crucial predictor of school readiness, academic achievement, and lifelong well-being. Large-scale longitudinal studies show that strong self-regulatory skills act as a buffer against poor development, especially in children from lower socio-economic backgrounds. It is therefore vital to identify effective interventions addressing early self-regulation. ‘Rhythm And Movement for Self-Regulation’ (RAMSR) is an innovative classroom intervention based on key cognitive, therapeutic, and educational components that enhance neurocognitive development. Similar to other novel interventions applied in Western and Eastern countries using music-related activities, RAMSR has shown positive effects on children’s self-regulatory skills (Williams & Berthelsen, 2019).
In this randomized controlled trial, we examined the effectiveness of RAMSR for low SES children’s self-regulation in Hong Kong, as delivered by kindergarten teachers who were trained online, as opposed to in-person in the original RAMSR studies. Participants were 286 4-5-year-old children (129 experimental, 157 control) and their class teachers (9 experimental, 8 control). Experimental teachers completed the online professional development and implemented RAMSR in their classrooms for 16 sessions over eight weeks, while control teachers continued regular-music-and-movement curriculum. Data were collected at three time points (pre-, post-, and follow-up) using teacher-reported scales and direct child assessments. Multi-level modelling found significant intervention effects across three time points for teacher reported behavioral self-regulation, cognitive self-regulation, and the Head-Toes-Knees-Shoulders. We conclude online professional development focusing on RAMSR can be effective in training teachers to improve low SES children’s self-regulation in Chinese societies, and that RAMSR demonstrates effectiveness in diverse socio-cultural contexts. It is vital for researchers to continue developing similar cost-effective online courses to equip teachers with pedagogical strategies to benefit low SES children in self-regulation.
BIO
Dr. Alfredo BAUTISTA. Associate Professor and Associate Head of the Department of Early Childhood Education (ECE) at The Education University of Hong Kong. He has conducted educational research in countries around the world (Spain, Argentina, United Kingdom, United States, Canada, Singapore, Hong Kong/China). Dr. Bautista currently leads several research and development projects focusing on early childhood education curriculum, pedagogy, teacher education and professional development. Much of this prior research work has focused on music and arts education, creativity, and play. He is Editor-in-Chief of the Journal for the Study of Education and Development and serves as Associate Editor and Editorial Board Member for other peer-reviewed international journals.