Facilitating Children's Self-Regulation Skills at the End of Play-Based Activities

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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.

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