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Self-Regulation & Well-Being: The Four Domains, How to Develop Self…
Self-Regulation & Well-Being: The Four Domains
Biological
Atate of arousal: drowsy/tired to overstimulated
The ability to get to/ maintain and change level of arousal.
The ability to 'do' or 'not do'
Yelling out answers without raising hands.
Do a task even if they might now want to i.e., waiting their turn to
wash their hands.
Ability to manage responses of nervous system
Responses are different for each person
Sound/ sights/ texures/ poximity to others
Neurological: develope as the child ages. Not all children come to kindergarten with the ability to self-regulate.
Prosocial
Must be able to regulate in the other four domains
Demonstrate behaviours that lead to positive social activities
Ability to empathize with others
Making friends/ helping others
Cognitive
Are able to focus, sustain, and switch their attention
The ability to monitor and modify behaviour related to mental processes i.e., memory, attention, acquiring and retaining information, and problem solving
Sequence their thoughts
Ignore distractions
Emotional
Can recover from embarrassment, hurt, anger, and frustration.
Modify and monitor emotional responses,feelings and moods
Building relationships and connections with students
social
Ability to recognize/understand/assess/ act on social cues
Take part in prolonged social interactions
respond to social cues through facial features, tones, and cooperative play with others
How to Develop Self-Regulation: 4 Simple Strategies
Make Play and games vital part of curriculum
Children learn self-regulation as they set/monitor and negotiate and follow their own rules.
Make-believe play a fundamental step on the way to learning math and language skills.
Turn taking/ asking not grabbing
Visual and tangible reminders
Beyond a daily classroom schedule
A set of glasses without lenses for 'edit mode' to check if they put their name on their page
students might find more success by singing a song about "the first thing on your paper is your name"
Tool for turn taking i.e., pull a straw, hold/pass the teddy when it's your turn to talk, toss a coin etc.
Teach self-reg to all students, not just struggling ones.
-Repeating rules and switiching between sets
Practicing and repeating roles/rules
Avoiding autopilot: Teacher can challenge children in small ways to keep them alert i.e., mixing up calendar numbers, find the missing day etc.
Positive reinforcement
Create opportunities for children to practice
Help set and monitor rules set for each other in play i.e., sts make and monitor rules while playing tag or jumping rope.
Apply rules to themselves i.e., st needs to finish reading her book before she can join in the game on the carpet
rules/regulations followed in the classroom
Building Teacher/child relationship
Positive interactions and affirmations.Punishment takes away efficacy of child
Focus on positive relationships to build foundations so that when corrections need to happen, they respond with a connection.
Relational balance: Connection as primary drive.
Social and emotional literacy to thrive