A "Young Children's Model" of Self-Regulation

From Young Children July 2011

“Developing Young Children’s Self-Regulation through Everyday Experiences” by Ida Rose Florez

This article highlights the role of context and importance of knowledge individual children.

“…Teaching self-regulation does not require a separate curriculum.  The most powerful way teacher can help children learn self-regulation is by modeling and scaffolding it during ordinary activities….describe an interaction I observe in a kindergarten classroom….”

“Self-regulation is clearly not an isolated skill.  Children  must translate what they experience info information they can use to regulation thoughts, emotions, and behavior..”

Providing scaffolding to help children develop self-regulation….by “modeling,” “using hints and cues” and “gradually withdrawing adult support…

Florez describes an interaction between two children, “For Tricia, Melissa (the teacher) modeled how to invite a reluctant observer to play:  she turned her attention to Lucy, offered a play invitation, handed her an object and asked her to make a play decision.  When Lucy shrugged, Tricia followed Melissa’s lead and suggested a way Lucy could participate….”

“…To actively engage in learning opportunities, children must attend to and recognize that a situation offers the potential for interesting interactions and things to do…”

“During the interaction, Melissa monitored Lucy’s responses, mentally comparing them to her knowledge of Lucy’s skills….