Abstract
After-school learning environments can play a noticeably productive role in children’s development of self-regulation. In fact, compared to other forms of day-care type settings, high-quality after-school environments have the potential to encourage strong competencies in self-regulation and foster social emotional development. Yet, high-quality informal learning settings are not easy to find due to after-school teachers not having the resources and tools needed to support the self-regulation of the child. The purpose of this project was to connect the sociocultural theory to practice in order to help after-school teachers in fostering the development of regulation strategies in children. Both the handbook and the training PowerPoint created for the current project were intended to be used as training resources to familiarize after-school educators in understanding how to appropriately support self-regulation competencies in children. The training and the handbook were both evaluated by after-school teachers in order to examine the effectiveness of the project.