Research
The Kindergarten Readiness Research Program
The Kindergarten Readiness Research Program focuses on measuring and improving self-regulation skills in young children through the development of a measure (Head-Toes-Knees-Shoulders) and research-based intervention (Red Light, Purple Light!).
Research Brief
The study examined the Head-Toes-Knees-Shoulders (HTKS) task—a five to seven-minute activity measuring behavioral self-regulation and executive function (EF)—as a predictor of academic achievement over the transition to formal schooling. Compared to other measures of individual aspects of EF, the HTKS task is a practical and efficient predictor of academic growth and school readiness in children transitioning from prekindergarten to kindergarten.
Read full brief: Head-Toes-Knees-Shoulders Task: Predicting Academic Success in Early Childhood Education
View Infographic: Predicting Academic Success in Early Childhood Education
Current research projects
Improving Self-Regulation
Principal Investigator
Megan McClelland (Oregon State University)
Co-Principal Investigators
Tominey, S. L. (Oregon State University), Geldhof, G. J. (Oregon State University), Schmitt, S. A. (Purdue)
Co-Investigators
Hatfield, B. (Oregon State University), Li, T. (Oregon State University), & Mashburn, A. (Portland State University)
Years
2021-2026
Funding
$3,800,000
Institute of Education Sciences, U.S. Department of Education.
Description
This project will test the initial efficacy of Red Light, Purple Light (RLPL), a self-regulation intervention that was developed as part of an IES grant. Researchers will examine if access to one of two versions of RLPL, (self-regulation [SR] or SR+ math/literacy [SR+]), compared to a wait-list control (WLC) condition relates to gains in children's self-regulation, math, and literacy skills in preschool and six months later.
Previous research projects
Measuring Self-Regulation
Principal Investigator
Megan McClelland (Oregon State University)
Co-Principal Investigator(s)
Claire Cameron (University at Buffalo, SUNY), Ryan Bowles (Michigan State University)
Co-Investigator
John Geldhof (Oregon State University)
Years
2015-2022
Funding
Institute of Education Sciences, U.S. Department of Education.
Description
This four-year project revised an existing measure of self-regulation (the HTKS) for use as a school readiness screening tool for children from at-risk backgrounds. The previous HTKS is a predictor of school achievement for diverse groups of children. However, English language learners (ELLs) and children from low-income background have not performed well on the measure. The research team developed and validated a revised version of the measure to assess self-regulation skills of preschoolers who are at risk.
Principal Investigator
Megan McClelland (Oregon State University)
Co-Investigator(s)
Alan Acock (Oregon State University), Claire Cameron (University of Virginia), Ryan Bowles (Michigan State University)
Years
2010-2016
Funding
Institute of Education Sciences, U.S. Department of Education.
Description
This five-year project will adapt a self-regulation measure (the HTKS) as a school readiness screening tool that can be easily used by teachers, practitioners, and researchers to identify children who would benefit from additional support in self-regulation.
Improving Self-Regulation
Principal Investigator
Megan McClelland (Oregon State University)
Co-Investigator(s)
Shauna Tominey (Yale University), Sara Schmitt (Purdue University), David Purpura (Purdue University), Bridget Hatfield (Oregon State University), Karen Thompson (Oregon State University)
Years
2015-2020
Funding
Institute of Education Sciences, U.S. Department of Education.
Description
The purpose of this project is to develop and evaluate the promise of a self-regulation intervention designed for use with children from low-income backgrounds with the goal of promoting the development of school readiness skills. Math and literacy content will be embedded into self-regulation based activities to explore the added benefit of academic content on the development of self-regulation skills.
Principal Investigator
Megan McClelland (Oregon State University)
Years
2015-2019
Funding
Bezos Family Foundation.
Description
The research team will develop a mobile app to facilitate the delivery of games and activities that have been developed to help children practice how to stop, think and THEN act. These previously developed games and activities have been shown to be effective in two randomized control trials and were designed to promote self-regulation skills in young children.
Principal Investigator
Megan McClelland (Oregon State University)
Co-Investigator
Sara Schmitt (Purdue University)
Years
2015-2018
Funding
Families and Work Institute; W.K. Kellogg Foundation.
Description
The primary aim of this project is to assess the impact of a Mind in the Making (MITM)-based intervention that targets teachers, preschool-age children, and parents. The intervention is designed to promote the healthy development of children’s executive function skills. Participating teachers and parents will receive training in the Seven Essential Skills Modules from MITM and circle time games (Tominey & McClelland, 2011).