Self-Regulation and Geometric Skills

Self-Regulation and Early Geometric Skills in Young Learners 

May 30 2022

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Key Takeaway
Geometry is an essential topic in mathematics, fundamental to young children’s mathematical learning and development. Results of the current study suggest that fostering self-regulation skills positively impacts the learning of early geometry skills. Accordingly, teachers should be prepared to effectively support and prioritize self-regulation skills within the context of geometric tasks and experiences. and Early Geometric Skills in Young Learners 
Ashley Parnell

Mathematics and Geometry in Early Childhood

“Early mathematical skills are important for young children as such skills establish a foundation for later mathematics learning and are predictive of later school success.”1,2 More specifically, “young children’s abilities to engage in geometric thought and spatial reasoning can support their overall mathematical and cognitive development”.3 Key aspects of geometry in the early grades include:  

Self-Regulation and Geometry Skills

Self-regulation skills play a foundational role in learning and early mathematics. While a large body of research supports the relationship between self-regulation and mathematics, most of this research has focused on numbers and operations rather than geometry. 

Given the importance of geometry for young children, the present study investigated the relationship between early geometric skills and behavioral self-regulation skills. Participants included 202 children between the ages of 5 and 6. Trained undergraduate students administered direct measures of self-regulation and geometric skills scales to children. The mothers and teachers were asked to fill in the self-regulation skills scales on behalf of their children. The following aspects of self-regulation were measured:

Findings from this study include:

Implications for practitioners include:

Summarized Article:

İvrendi, A., Erol, A., & Atan, A. (2021). Children’s geometric skills: Any ties to self-regulation skills?. The Journal of Educational Research, 1-10.

Summary by: Ashley M. Parnell — Ashley strives to apply the MARIO Framework to build evidence-based learning environments that support student engagement, empowerment, and passion, and is working with a team of educators to grow and share this framework with other educators.

Additional References:

  1. Ivrendi, A. (2016). Investigating kindergarteners number sense and self-regulation score in relation to their mathematics and Turkish scores in middle school. Mathematics Education Research Journal, 28(3), 405–420.
  2. National Association for the Education of Young Children (NAEYC) & the National Council of Teachers of Mathematics (NCTM). (2010).Early childhood mathematics: Promoting good beginnings. [Online] Retrieved September 23, 2013, from
  3. Clements, D. H., Sarama, J., Swaminathan, S., Weber, D., & Trawick-Smith, J. (2018). Teaching and learning geometry: Early foundations. Quadrante, 27(2), 7-31. 
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