ENERGIZE
Now that you have explored the defining characteristics of the building blocks for self-regulation, explore what this looks like in your classroom. In order to help children improve their self-regulation skills, we must first recognize what these skills look like in the classroom. On the chart below, first provide a description of what the elements look like in your classroom. Then, provide a brief description of how you might support the development of these skills in your classroom.
To assist with this task, consider the following activities.
To assist with this task, consider the following activities.
- Provide children with a healthy sensory diet: expose children to a variety of sensory experiences, for both gross and fine motor function; this includes spinning, swinging, wearing a weighted item like a vest, climbing, playing in a sand table, or exploring with variety of textures
- Include discrete skills in the classroom routine: plan for activities that have a defined start and end point, such as puzzles, mazes, or building tasks
- Utilize some narrowly focused tasks: include activities like sorting, organizing, and categorizing materials that help children zoom in on certain aspects
- Implement Visual Schedules: this helps children sequence, plan, and predict what is going to happen next; it provides predictability for children who need additional support
- Model and support independent use of timers: these help with transitions as they tell the child how long and when they are going to have to do an activity; it allows teachers to pre-warm children when a given activity is coming to an end
- Integrate brain breaks into the day: be respectful of the learning environment for children, and how difficult structured activities can be; when transitioning from a demanding activity, provide children with a brain break through movement, song, dance, or deep breathing
- Practice and Model Deep Breathing: Using language that children can understand, practice taking deep breaths with children in moments of calm; when a child becomes upset, they have already practiced this skill and can be reminded to use it when needed
- Create a “take a break” spot: identify a place in the classroom with limited stimuli for children to seek out when needed; include useful items like timers, soft blankets, books, or “mind jars” filled with glitter and water for children to focus on to return to calm.
>>>TO DO...
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| IDENTIFYING & SUPPORTING BUILDING TO SELF-REGULATION |
| IDENTIFYING & SUPPORTING BUILDING TO SELF-REGULATION |