Self-Regulation in Kindergarten

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Self-Regulation in Kindergarten. Strategies to help students develop self-regulation. What is self-regulation?. Ability for children to engage in purposeful activities Ability to be mindful of others Ability to use appropriate behavior throughout the day. Two parts of self-regulation.
Self-Regulationin Kindergarten Strategies to help students develop self-regulation What is self-regulation?
  • Ability for children to engage in purposeful activities
  • Ability to be mindful of others
  • Ability to use appropriate behavior throughout the day
  • Two parts of self-regulation
  • First part is the ability for the child to control their impulses and to stop her actions
  • Example- a child shouting out an answer asked to another child
  • The second part is the ability to do something because it is required, regardless if the child wants to or not
  • Example- when a child has to wait her turn
  • Children who exhibit self-regulation
  • Are able to suppress their immediate impulses because they are able to think ahead of consequences that could ensue
  • Are able to “use their words” instead of fighting when conflict occurs among peers
  • Self-regulation in the classroom
  • The ability for a child to resist one behavior and engage in a preferred behavior is needed in
  • Social interactions (emotional self-regulation)
  • Academic learning (cognitive self-regulation)
  • Self-regulation can be taught in the classroom
  • Emotional self-regulation and cognitive self-regulation have the same neural roots
  • Children are able to take control of their thinking and their feelings as they grow older and their brains develop
  • Just as muscles need exercise to become stronger, a neural system also needs to be exercised in order to continue to develop
  • Strategies teachers can use to help students develop self-regulation
  • Creating opportunities for children to practice the rules of a certain behavior and apply those rules in new situations
  • Need to follow rules established by someone else
  • Example- lining up after a teacher has called student’s name
  • Need to be able to practice the ability to set rules for each other and monitor how rules should be followed
  • Example- setting the rules for a game on the playground and making sure that nobody breaks them
  • Need to apply the rules to themselves
  • Example- when a child wants to join friends but must finish an activity she is currently involved with
  • Offer students visual and tangible reminders self-regulation
  • Visual example- wear “editor’s glasses” when checking work
  • Tangible example- Giving students tool to avoid turn-taking argument- rolling dice, tossing coin, or choosing straw
  • Make play and games important parts of the curriculum self-regulation
  • Need to be taken seriously in the kindergarten classroom
  • Kindergarteners develop self-regulation through activities in which children set, negotiate, and follow the rules
  • Includes make-believe play and games with rules
  • Teachers can use games to teach phonics or math
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