Improving emotional skills in young children through better teacher support
Enhancing early care and education through reflective supervision to promote adaptive emotion regulation in young children
This study is looking at how to help young children, especially those from low-income families, manage their emotions better by training their teachers to build strong, caring relationships with them.
Quick facts
| Grant type | NIH-funded research |
|---|---|
| Study type | NIH-funded research |
| Funding institution | Emma Pendleton Bradley Hospital NIH-funded |
| Lab location | 1 site (Riverside, UNITED STATES) |
| Project ID | NIH-11072112 on NIH RePORTER |
What this research studies
This research focuses on enhancing the emotional regulation skills of young children, particularly those growing up in poverty, by improving the support and training provided to their teachers in early care and education settings. The study aims to implement a Reflective Practice and Supervision model, which fosters nurturing relationships between teachers and children, thereby promoting better emotional outcomes. By training early childhood education directors to support their teachers effectively, the research seeks to ensure that evidence-based teaching practices are consistently applied, even after external support ends. The approach includes an open trial to assess the feasibility and acceptability of this model in real-world settings.
Who could benefit from this research
Good fit: Ideal candidates for this research are children aged 0-11 years, particularly those from low-income families who may struggle with emotional regulation.
Not a fit: Children who are not enrolled in early care and education programs or those who do not face challenges related to emotional regulation may not benefit from this research.
Why it matters
Potential benefit: If successful, this research could lead to improved emotional regulation in young children, reducing their risk of developing psychological issues later in life.
How similar studies have performed: Previous research has shown that enhancing teacher support and training can lead to significant improvements in child emotional outcomes, indicating a promising approach.
Where this research is happening
Riverside, UNITED STATES
- Emma Pendleton Bradley Hospital — Riverside, United States (Active)
Researchers
- Principal investigator: Huffhines, Lindsay — Emma Pendleton Bradley Hospital
- Study coordinator: Huffhines, Lindsay
About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page below.