Self-regulation is an essential part of a child’s learning and development. Children’s responses to experiences and people form an important part of social development. The ability to respond appropriately also contributes to future academic progress. Building relationships with the children and their families can assist educators in planning appropriate experiences to guide development.
This topic aims to develop an understanding of the five major domains of self-regulation –what they are, what they look like in your environment and what educators can do to support children’s developing self-regulation abilities and guide best practice.
Certificate issued on completion.
- Self-regulation, so that both adults and children may have,’ a strong sense of identity’
- Develop an awareness of strategies to enhance own and a child’s self regulatory behaviors and emotions
- Share practical resources, experiences and ideas for professional reflective practice.
- The relationship between self-regulation and self-control
- How the body responds to ‘stressors’
- A tool to use when considering the question ‘what is this behaviour telling me?’
- The key attributes of the Biological Domain
- Responses to sensory input in relation to the seven senses
- A child’s explanation of sensory processing
- The key attributes of the Emotional Domain
- The role of the educator in supporting emotion regulation
- The key attributes of the Cognitive Domain
- The role of the educator in supporting Cognitive regulation
- The key attributes of the Social and Prosocial Domains
- The role co-regulation plays in children’s developing self-regulation skills
- The role educators may play in supporting children to better understand social cues
Links to NQS: QA1, QA2, QA4 and QA5