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  • 1.  Self-regulation Social/Emotional

    Posted 03-02-2021 13:19
    I'm observing a Pre-K classroom and I've noticed the students have low social/emotional skills and some have self-regulations concerns. Any help would be appreciated. I have my standbys but I'd like to expand my horizons. 

    Thanks much!
    Blessed
    Laura

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    Laura Travis-Ehart
    shallotte NC
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  • 2.  RE: Self-regulation Social/Emotional

    Posted 03-03-2021 08:58
    Does that classroom use a specific social/emotional curriculum?  We use the second step curriculum here.  I think it is great.  One of the great lessons is teaching the children the calm down steps for when they help regulating.  First you put your hands on  your tummy and say stop (name the emotion).  Then you take a couple of deep breaths in through your nose and out through your mouth.  I know through Pyramid Model they have Tucker Turtle that helps children with self regulation.

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    Gillian
    NY
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    Original Message


  • 3.  RE: Self-regulation Social/Emotional

    Posted 03-08-2021 01:35
    This is a  simple but very effective technique to calm your self down. It works every time for my day care kids as well as my own kids. Giving these tools to calm down would help when they are upset but at the same time it is important  to see where those social emotional irregularities are coming from.

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    Balwant Kaur
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    Original Message


  • 4.  RE: Self-regulation Social/Emotional

    Posted 03-03-2021 10:46
    I agree with Gillian. A social-emotional curriculum or tool is helpful for staff to manage strong emotions in the classroom. We use Conscious Discipline, including the five steps to self-regulation (I am, I calm, I feel, I choose, I solve). https://consciousdiscipline.com/resources/five-steps-to-self-regulation-icons/ We have also worked to create strong teacher-child relationships from the beginning.

    I would also consider that there may be changes with a child's behavior due to changes in their home life. It would be important to look at each child's circumstance separately to best support them at home & in the classroom.

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    Janelle Saxton
    Mt. Pleasant MI
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    Original Message


  • 5.  RE: Self-regulation Social/Emotional

    Posted 03-03-2021 13:52
    Thank you.

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    Laura Travis-Ehart
    shallotte NC
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    Original Message


  • 6.  RE: Self-regulation Social/Emotional

    Posted 03-03-2021 15:41
    I think that based on your observation list the 3 most important social/emotional concerns and discussed it with the teachers in that classroom. Then suggest using puppets to model the appropriate behavior and language in a storyline that discuss one of the social/emotional concerns for at least a week then move on to the second concern and so forth. In our agency we use the Second Step program and includes puppets and the story lines.

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    Silvia Brunswig
    Child Development Instructor
    Pomona CA
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    Original Message


  • 7.  RE: Self-regulation Social/Emotional

    Posted 03-09-2021 10:38
    Edited by Patrice Hunt 03-09-2021 10:38
    We use the Pyramid Model in our program. There are lots of great resources on their website to share with teachers and families to help promote social skills and address challenging behavior.
    https://challengingbehavior.cbcs.usf.edu/


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    Patrice Hunt
    Coaching Coordinator
    Strafford County Head Start
    Rochester, NH
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    Original Message


  • 8.  RE: Self-regulation Social/Emotional

    Posted 03-13-2021 13:07
    Even Lakeshore has some free resources on this foundation.  They have offerings for different age groups.  I was just looking into them.

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    Ayesha Morin
    Educational Coach
    San Antonio TX
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    Attachment(s)

    pdf
    kindnessStones.pdf   127 KB 1 version
    pdf
    LearningActivities_MorningGreet.pdf   206 KB 1 version
    pdf
    LearningActivities_AnimalFeelings.pdf   1.35 MB 1 version
    Original Message


  • 9.  RE: Self-regulation Social/Emotional

    Posted 05-05-2021 13:26
    Good afternoon. I know that some of these concerns are due to home life, but in my years of teaching I have learned that consistent schedules are very motivating for children of all ages. In the midst of all that's going on, a classroom with consistency can definitely build confidence in children and lessen behaviors and very emotional children. I encourage children daily to attempt a task they may be having trouble with in hopes to get better & eventually master the task. I ask myself does my class feel supported and feel like we are a family? Encouraging children to speak with one another and problem solve helps to build friendships and a stronger bond amongst classmates. This even works with younger children. Some of the two's will ask each other to tie a shoe or zip a jacket. As far as self-regulation goes, we use conscious discipline, but I also like to talk things through with my class. We may talk about being safe or not feeling safe. We may discuss something that happened on the playground or on the way to school. After we discuss some environmental/outside influences, we then discuss what we do at school and how to keep one another safe. (i.e. I am at school, so I don't jump off the couch. At school I want to be safe and jumping from the couch is not safe for me or others.) I hope this helps.

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    Victoria Brown
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    Original Message


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