Research Topic: Facilitating children’s self-regulation skills at the end of play-based activities. Introduction Self-regulation is an integral part of life, a skill that can be learned and practice from young. Self-regulation is apparent in different domains such as emotional, behavioural, and cognitive and are interrelated (Jahromi & Stifter, 2008, p. 125). Self-regulation is needed specifically as children conclude the end of play-based activities. However, teachers often face children’s reluctance during these clean-up periods which result in the delay of instructional activities. The factors that contribute to the issues includes: children lack of skills to transition between activities, having difficulty ending a preferred activity or refuse to begin a non-preferred activity and unpredictable transitions frustrates them (Olive, 2004, p. 11). There are facilitation methods to address this issue such as predictable routines, picture cues, music during clean-up periods to reduce children’s challenging behaviours at the end of play-based activities (Register & Humpal, 2007; Olive, 2004). In order to provide appropriate facilitation to children with both challenging behaviour/ reluctance, there is a need for early childhood educators to look at factors of children’s self-regulation. Self-regulation In recent years, self-regulation is one important competence that children should have as it set as a foundation for multiple areas of achievement. “Self-regulation is an important factor for effective learning, because they are many studies with students which demonstrate the relevance of this competence for learning and academic achievement” (Perels, Merget Kullmann, Wende, Schmitz & Buchbinder, 2009, p. 312). Self-regulation can be... ... middle of paper ... ...53554?accountid=29102 Rimm-Kauffman S. E., Curby, T. W., Grimm K. J., Nathanson, L. & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45, 958-972. Retrieved from: http://eds.b.ebscohost.com.ezproxywhe.flo.org/ehost/pdfviewer/pdfviewer?sid=5b13151e-d0ef-430b-a99f-1a5eebbd4dfc%40sessionmgr112&vid=2&hid=110 Robson, S. (2010). Self-regulation and metacognition in young children’s self-initiated play and Reflective Dialogue. International Journal of Early Years Education, 18, 227-241. Retrieved from: http://eds.b.ebscohost.com.ezproxywhe.flo.org/ehost/pdfviewer/pdfviewer?sid=f98cbc5c-eec7-46d5-bc25-301c63acd2ab%40sessionmgr110&vid=2&hid=110 Saracho, O. N. (2012) . An integrated play-based curriculum for young children. New York: Routledge.
Early Childhood is marked by a time in children’s lives when they develop “a confident self-image, more effective control over their emotions, new social skills, the foundations of morality, and a clear sense of themselves as boy or girl” (Berk, Kauffman & Landrum, 2011, pg. 45). According to Erik Erikson, early childhood is a period of “vigorous unfolding,” one where children have a sense of autonomy and a new sense of purposefulness or initiative (Berk, Kauffman & Landrum, 2011, pg. 45). Play is a means for children to learn about themselves and they begin to adopt the moral and gender-role standards of the society in which they live (Berk, Kauffman & Landrum, 2011). A negative outcome of early childhood is the guilt children feel as a result of excessive punishment and criticism by the adults in their lives (Berk, Kauffman & Landrum, 2011)....
Savage, T. V., & Savage, M. K. (2009). Successful classroom management and discipline: Teaching self-control and responsibility (3rd ed.). Retrieved from https://online.vitalsource.com/#/books/9781452286754/pages/61650061
...lating their own behaviour as they have had lots of practice doing so (NSW DET, 2003, p. 13). By most students demonstrating their ability to self-regulate throughout the lesson, it leaves the teacher the opportunity to better manage challenging behaviours such as Ray’s ADHD/ODD, Michael and Kendall’s tendencies to defy or be oppositional and refuse to engage and Bens’ inclination to withdraw. Strategies such as using the trust tree and taking time to self-regulate outside or in the quiet corner, coloured cups to display moods or a sense of urgency, social stories/scripts to assist with difficult and new situations, labelled praise and positive reinforcement or extrinsic motivation, extension activities of interest, ignoring minor inappropriate behaviours and redirecting when possible are used to help manage these behaviours (See lesson plan and Appendix A and B).
As children grow and develop, their actions become more self-directed and less subject to outside regulation by others (Poulsen, et al., 2006, p....
My desire for children in my care is that their learning journey would be meaningful as they explore the ideas and activities they are interested in. This means that I believe that children are naturally motivated learners and should have the opportunity to learn through their own explorations and through collaboration with other children and educators. I believe this can be done through both teacher-initiated and child-initiated activities and supported through play. I also believe that play is a natural and enjoyable means through which children learn. In my practice I aim to encourage children’s natural ...
Engaging activities not only support different learning styles, but also bring pleasure to children, when they feel good about what they are doing they will want to do explore more, and thus the pleasure reinforces a child’s drive to continue playing/learning. Open-ended play is ...
Children have a natural inclination to play, alongside a natural instinct to learn and to be curious and inventive, which are characteristics of the human race in general. This quote taken from Janet Moyles is a good starting point for this essay. It is well known that children love to play. If a child were to be left to his/her own devices they would happily play and create new worlds anywhere they were left. It has been well documented and researched that children learn excellently through play. However they are not always given the opportunity to do so, instead being told to, ‘finish your work and then you can go play’. Obviously this is not always the case, but the fact that it is a common practice shows that we do not all fully appreciate the importance of play to children’s learning. This essay will attempt to show how children learn through play, making reference to current theory and practice. I will also give examples from my own first-hand experience of how children learn and develop as people through play.
“Self-concept consists of knowledge, views and evaluation of the self, ranging from miscellaneous facts of personal history to the identity that gives a sense of purpose and coherence to life” (McCrae and Costa, 1996). With self-concept, we learn who we are by observing ourselves and using our cognitive processes to judge and evaluate our behaviour. However, with self-regulation, we are able to use this knowledge and judgment and apply it to future situations and so predicts behaviour and says a lot about our personality. If we are willing to cognitively analyse past situations and apply it effectively to future situations, this means we are changing our behaviour, thus changing our
As a teacher in early childhood development, I believe that the teacher skills and personality influence how children understand, observe and react to the classroom environment and the world around them. Even though part of teacher responsibilities are academic, daily interactions that encourage social, emotional and physical development are important. One of a quality effective early childhood educators’ characteristic is that they should have patience.
Early childhood reveals a distinctive opportunity for the foundation of a healthy development and a time of immense growth and of helplessness. In early childhood, children begin to learn what causes emotions and begin noticing others reactions to these feelings. They begin to learn to manage and control their feelings in self regulation. Emotional self regulation refers to the strategies used to adjust emotions to a contented level so goals can be accomplished. This requires voluntary, effortless management of emotions (Berk, 2007). Promoting young children’s social-emotional development is essential for three interconnected reasons: Positive social-emotional development provides a base for life-long learning; Social skills and emotional self-regulation are integrally related to later academic success in school, Prevention of future social and behavioral difficulties is more effective than later remediation (U.S Department of Health and Human Services). Research on early childhood has highlighted the strength of the first five years of a child’s life on thier social-emotional development. Neg...
Their results proved that the play condition positively effects self-regulation and learning processes. These results are usually seen with creativity and during problem solving and not in recalling information. In an earlier study conducted by Whitebread et al (2009), 16 preschool aged children were studied, in order to determine the difference between a taught condition and play condition. In addition, a spatial task was added utilizing a magnetic shape game. In the play condition, children were to play with the magnetic board game and then take part in an educational task. The taught group was taught how to use the magnetic game and then they took part in the task. The play group was found to have a higher persistence, originality, and level of involvement during the matching task when compared to the taught group. These results are consistent with the abundance of research of the benefits of play as it relates to self- regulation with
The child’s ability to understand basic rules and concepts like sharing and understanding that “play time” is over
During preschool years, from around 3-5, children begin to assert themselves more often. They interact with other children. They begin to see their interpersonal skills through social activity and playing. When children find the right balance with willingness to work with others and initiave, they feel capable to lead others, and have the virtue of purpose. Those who don’t develop these skills have a sense of guilt, self-doubt, and lack of initiative.
Self-regulation is a theory of human behavior involving cognitive, affective, motivational, and behavioral components and it refers to self generated thoughts, feelings and actions that are planned and cyclically adapted to the attainment of personal goals (Boekaerts, Pintrich & Zeidner, 2005). Self-regulation is a continuing process that occurs both consciously and unconsciously that affect the ability to control responses (Strauman, Kolden, Stromquist, Davis, Kwapil, Heerey & Schneider, 2001). It is a skill that has overarching effects on an individual’s ability to tolerate unmet wants or needs, handle disappointments and failures, and work towards success. Hence, self-regulation refers to the
A good understanding of one’s own metacognition is necessary before aiming to understand that of other people. This is referred to as intrapersonal perception. Self-regulation, which involves self-monitoring and self-motivation, is an essential skill required to achieve academic success at university. It focuses on the concept of individuals being able to accurately judge their level of knowledge and determine the effectiveness of methods implemented for exam preparation. This allows evaluation of strengths and weaknesses, enabling individuals to engage in focused study. Students who can effectively do this will excel in their time at university. Conversely, those who lack in this skill can have major implications, such as overestimating their knowledge, thus hindering their success. Debra A. Bercher’s findings sugg...