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Slide Notes
Why do your think self-regulation is so important?
Skills such as concentrating, persisting, sharing and taking turns move a child from being dependent on others to self managing.
Difficulties in developing self regulation can be a warning of mental health difficulties. With the current mental health situation in NZ, our role has never been more important.
If you recognise that a child can't concentrate, is uninterested in activities, doesn't play with others, or is constantly worried or anxious, further help and support is needed.
Skills such as concentrating, persisting, sharing and taking turns move a child from being dependent on others to self managing.
Difficulties in developing self regulation can be a warning of mental health difficulties. With the current mental health situation in NZ, our role has never been more important.
If you recognise that a child can't concentrate, is uninterested in activities, doesn't play with others, or is constantly worried or anxious, further help and support is needed.
Developing Self-Regulation
Managing emotions not behaviour!
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
We all experience ups and downs when we are trying to manage our feelings and behaviours.
Finding ways to balance this is called self-regulation.
Why do your think self-regulation is so important?
Skills such as concentrating, persisting, sharing and taking turns move a child from being dependent on others to self managing.
Difficulties in developing self regulation can be a warning of mental health difficulties. With the current mental health situation in NZ, our role has never been more important.
If you recognise that a child can't concentrate, is uninterested in activities, doesn't play with others, or is constantly worried or anxious, further help and support is needed.
Skills such as concentrating, persisting, sharing and taking turns move a child from being dependent on others to self managing.
Difficulties in developing self regulation can be a warning of mental health difficulties. With the current mental health situation in NZ, our role has never been more important.
If you recognise that a child can't concentrate, is uninterested in activities, doesn't play with others, or is constantly worried or anxious, further help and support is needed.
CO-REGULATION
Warm, responsive interactions that provide the support children need to modulate their emotions and behaviours
Photo by Becca Tapert
Through coaching and modelling, children learn to understand and express their feelings and thinking.
We are already steps ahead through utilising YCDI.
Be honest....Who has reacted to this sight with anger?
Be honest....who has reacted to your child's messy room? Your flat mates messy kitchen?
Are you angry or frustrated? Your reaction is not always a reflection of how you are feeling....
Are you angry or frustrated? Your reaction is not always a reflection of how you are feeling....
Does 'calm down' work for you?
You can't 'fix' the child's feelings. Teach them to learn what will help them feel better.
Photo by greg westfall.
Be a role model.
Sensitive and comforting care from warm, supportive and trusted adults helps children develop self-regulation. Modelling how to manage your own feelings and behaviours helps children learn how to do this themselves.
What do you do when you are having a day when you feel unwell, sensitive, tired or grumpy?
Explain to the children how you are feeling before your session starts.
Don't make me get my grumpy voice on!
What do you do when you are having a day when you feel unwell, sensitive, tired or grumpy?
Explain to the children how you are feeling before your session starts.
Don't make me get my grumpy voice on!
FIRST...
Connect the children's BEHAVIOUR with EMOTIONS
Bentley...the annoying child. WHY are they attention seeking? What is the emotion behind this?
Photo by Travis Estell
Being able to model to children how to use the language of emotions is an important teaching strategy.
I'm scared!
Teach children about their emotions and use relevant emotions vocabulary
What are some of the situations we experience at Cherry.bytes that trigger challenging behaviours?
Leader of the train
Green on button
Taking turns
How do you deal with these?
Green on button
Taking turns
How do you deal with these?
BUILDING RELATIONSHIPS
Mutual trust and respect
Build relationships with teachers AND children
Often you don't know what might be going on at the child's home. Mutual trust and respect with co-workers creates an environment where this information can be shared.
Ask the teachers what they are doing to manage certain behaviours...discuss if it's working and how you can adopt these strategies at CBS
Often you don't know what might be going on at the child's home. Mutual trust and respect with co-workers creates an environment where this information can be shared.
Ask the teachers what they are doing to manage certain behaviours...discuss if it's working and how you can adopt these strategies at CBS
Photo by Lifelong Impressions
Create a warm supportive environment
Name the feeling...
You have your grumpy face/voice on...are you getting frustrated?
Naming the feeling helps a child to recognise their own emotions. When you use gentle touch combined with calming words, it can often provide a cue for the child to calm themselves.
Let’s take a breath and relax
I’m here to help, let’s do it together
Show me what you are doing? Oh that’s easy fixed, let’s try This!
Who has a child who constantly asks for help or gets upset when something doesn’t work?
I’ll be there to help you in a minute. Take a deep breath and I’ll be with you soon. Often the child self regulates, then you can say Oh you didn’t need me after all, you worked it out all by yourself. Inspires confidence in the child
You have your grumpy face/voice on...are you getting frustrated?
Naming the feeling helps a child to recognise their own emotions. When you use gentle touch combined with calming words, it can often provide a cue for the child to calm themselves.
Let’s take a breath and relax
I’m here to help, let’s do it together
Show me what you are doing? Oh that’s easy fixed, let’s try This!
Who has a child who constantly asks for help or gets upset when something doesn’t work?
I’ll be there to help you in a minute. Take a deep breath and I’ll be with you soon. Often the child self regulates, then you can say Oh you didn’t need me after all, you worked it out all by yourself. Inspires confidence in the child
Plan for success
Plan for success
Plan for success
Would you like a new app or would you like to try this one again next week? Have both open so children can choose what they feel confident with. Gently coax them into trying new one too
Plan for success
Plan for success
Co- regulating assists YOU to stay calm when making effective behaviour management decisions.
YOUR STORY
Choose one of your challenging children
You might not be a touchy feely teacher.
What will Co-regulation look like in your practice?
Choose one of your children who is particularly challenging for you
Describe their challenging behaviours
How does this make YOU feel?
Name some factors that might be triggering these behaviours. Discuss with someone else if you need to
What is your usual response?
Is it working in the long term?
What new co-regulating strategies could you try?
Respond, not react!
What will Co-regulation look like in your practice?
Choose one of your children who is particularly challenging for you
Describe their challenging behaviours
How does this make YOU feel?
Name some factors that might be triggering these behaviours. Discuss with someone else if you need to
What is your usual response?
Is it working in the long term?
What new co-regulating strategies could you try?
Respond, not react!
Untitled Slide
OBSERVE
Recognise and Respond
Pair up and spend five minutes making a list of apps we can use to develop the language of emotions with our children.
THE END
Support the child to self-regulate through co-regulation
