The Early Learning Study examines the ways in which teachers support children’s self-regulatory competencies in kindergarten and first grade classrooms.  The research team gathered data from families and observed children in classrooms to understand the ways in which contact, communication, and relationships between teachers and children supported their ability to stay on task and engaged in learning.  This study was conducted in seven rural elementary schools in the Southeast.  Now, we are analyzing data and preparing articles and presentations based upon the work.  Laura Brock, Claire Cameron Ponitz, Tim Curby, Lori Nathanson, and Michelle Yoon, doctoral students or post-docs at the Curry School and the Center for the Advanced Study of Teaching and Learning, are collaborators on this work.  This work is funded by the National Science Foundation.