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Self - Regulation, “When children have access to a variety of materials,…
Self - Regulation
Self-regulation is “the cornerstone of development and a central building block of early learning” (Pascal, 2009a, p.4)
It is not entirely about compliance with external authorities but more about the child learning to establish their own internal motivation to adapt and understand their own emotional demands as well as social demands.
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“Self-regulation skills also allow children to have positive social interactions and help establish constructive patterns of behaviour that will be useful to them throughout their lives” (Ponitz et al., 2009).
By building on these self-regulation skills at an early age it will hopefully lead them to that much more success into their older grades.
“Stress is subjective and happens as a result of both past and present events.” (What works, Research into Practice. p.3)
It is important for the children to learn about emotions or ‘stressors’ they may have and understand the different feelings may bring out different emotions.
“Every child responds to incoming sensory stimulation and various challenges in his or her own way, and learns to manage these responses on an individual timetable.” (The Kindergarten Program, p.56)
“We must also address the development of self-regulation as the underlying skill that makes learning possible.” (Young Children, March 2008, p. 58)
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“ Identifying and reducing stressors is the first step towards easing a child’s stress levels and bringing her back to a calm and focused state, and ultimately improving her ability to self-regulate.” (Self-Regulation the Early Years. 2015. p.2)
When students have positive feelings/emotions/energy it creates a sense of safety to take risks, and challenge themselves in the classroom. When children have the ability to learn this way, when they feel comfortable in their environment and can regulate their emotions, they find a sense of accomplishment and continue to take even bigger risks in their learning.
It’s important for the students to learn that it is ok for them to say they need a break and to excuse themselves from a situation.
“Similarly, when fidget toys and calming tools are made available to students, they quickly learn to incorporate them into their everyday school routine.” (What works, Research into Practice. p.3)
“When children have access to a variety of materials, tools, and spaces in the classroom, they gradually learn to select the ones that provide stimulation or a calming effect, as needed.” (The Kindergarten Program p.57
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