What if strengthening self-regulation could transform not only children’s behavior—but your entire classroom experience?

In this research-informed session led by Dr. Carrie Comer-Yates, you’ll explore how young children’s self-regulation skills directly influence teacher practice, classroom expectations, and student success. Dr. Comer-Yates is deeply committed to helping educators build foundational skills in social-emotional development, differentiate classroom supports, and care for their own social-emotional well-being alongside their students’.

Drawing from a comprehensive study of early childhood classrooms, this webinar examines the shared responsibilities between children and educators, the role of the learning environment, and the levels of support needed for children to thrive. You’ll gain practical, actionable strategies grounded in real classroom data—highlighting the critical roles of professional development, family engagement, and intentional instructional practices.

The session also explores how factors such as culture shape self-regulation and influence classroom expectations. By strengthening your understanding of self-regulation, you’ll be better equipped to foster positive social, emotional, and academic growth—creating more responsive, supportive, and successful learning environments, even within complex early childhood systems.

Learning Objectives

By the end of this webinar, participants will be able to:

• Identify how children’s self-regulation skills impact teacher practice and classroom dynamics

• Examine the shared responsibilities between educators, students, and the learning environment in supporting self-regulation

• Describe effective instructional strategies that strengthen self-regulation in early childhood settings

• Recognize the influence of culture and other contextual factors on self-regulation and classroom expectations

• Apply research-based approaches that support positive social, emotional, and academic outcomes for young children