Date Approved

8-10-2026

Graduate Degree Type

Project

Degree Name

Education-Instruction and Curriculum: Early Childhood Education (M.Ed.)

Degree Program

College of Education

First Advisor

Dr. Sherie Klee

Academic Year

2025/2026

Abstract

The ability to self-regulate is essential for young children's social, emotional, behavioral, and academic development. However, growing exposure to adverse childhood experiences (ACEs), toxic stress, family instability, and other social and environmental stressors has contributed to challenges in the development of these skills. Children with underdeveloped self-regulation skills are more likely to experience difficulties with executive functioning, peer relationships, classroom behavior, and school readiness, demonstrating the need for early intervention. The purpose of this master's project was to investigate the major social and environmental stressors affecting young children's self-regulation and to develop a research-based intervention to support self-regulation development in early childhood settings.

Guided by Bronfenbrenner's Ecological Systems Theory and the Process-Person-Context-Time (PPCT) model, this project examined current literature on childhood adversity, protective factors, family involvement, and research-backed strategies for promoting self-regulation. Findings indicated that trauma-informed practices, supportive adult relationships, explicit instruction in self-regulation strategies, and strong home-school partnerships may reduce the negative effects of early adversity and promote positive developmental outcomes.

Based on this evidence, a comprehensive intervention was designed consisting of professional development for teachers. The project also includes teacher and child pre- and post-assessments, classroom observations, and family feedback to evaluate implementation and program effectiveness. By promoting consistent, evidence-based practices across school and home environments, this intervention aims to improve children's emotional regulation, problem-solving skills, peer relationships, and school readiness while preparing educators and families using practical tools to support healthy social-emotional development. This project supplies a sustainable, research-informed framework that can be implemented in early childhood programs to strengthen resilience and reduce the long-term effects of childhood stress and adversity.

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