Self-Regulation in the EYFS: It’s Not Rocket Science – It’s Neuroscience! Video & Download

£12.50

Brought to you by multiple award-winning Early Years author and trainer, Dr Mine Conkbayir, this online twilight event told you all you need to know about the introduction of self-regulation (SR) in the Early Years Foundation Stage (EYFS) from September 2021.

With the introduction of SR in the EYFS, you might be wondering what this complex set of life-essential skills is and your role in nurturing it – or you might not even be aware of it.

In the EYFS, SR has been reduced to just three bullet points under the Personal, Social and Emotional Development (PSED) Early Learning Goals (ELGs). With no mention of its essential precursor, co-regulation, within the framework and no consistent workforce training, Early Years practitioners are left without clear guidelines on how to support children to meet and transcend these ELGs.

In this expert-led event, we discussed how to ensure SR threads through your intent, implementation and impact across the new Ofsted Framework, with practical ideas and resources to take away and action in your policies and provision immediately.

Your purchase will give you access to the full recording of the Zoom Webinar from the day, plus PDF downloads of all of the presentations.

“I signed up for this and highly recommend it – and it’s well worth the cost. So inspiring! Thank you.”

Category:

Description

Self-Regulation in the EYFS: It’s Not Rocket Science - It’s Neuroscience!

Speakers

Picture of Dr Mine Conkbayir

Dr Mine Conkbayir

Self-Regulation in the EYFS: What it is and What it Isn’t – Ensuring No Child is Left Behind

In this session, you will explore the meaning of self-regulation (SR), how and when it develops and your pivotal role as co-regulators in nurturing its development in the EYFS. Shanker’s five domains of SR (2015) and the stressors across these domains will also be examined in relation to your provision. You will also develop the skills to ensure that SR is interpreted appropriately, as opposed to a tick-box exercise, given its reduction to three bullet points under the Personal, Social and Emotional Development (PSED) Early Learning Goals (ELGs).

Picture of Dr Janet Rose

Dr Janet Rose

Emotion Coaching as a Co-regulation Tool

Research continually shows that Emotion Coached children are more emotionally stable; more resilient; achieve more academically and have fewer behavioural difficulties.

Co-founder of Emotion Coaching UK, Dr Janet Rose will discuss the power of Emotion Coaching as a key co-regulatory strategy within the EYFS framework. You will develop in-the-moment skills to co-regulate children’s ability to self-regulate in line with the three simple steps of Emotion Coaching, which enable children to better manage their stress responses, behaviour and ultimately – their ability to learn.

Picture of Dr Sue Allingham

Dr Sue Allingham

It’s Not All About Behaviour Charts: What Does it Mean to be ‘Emotionally Literate’?

It is important to understand that feeling positive socially and emotionally and knowing that you are cared about and respected is crucial for all humans throughout their lives. These feelings are not developed independently, but as part of a caring community. As Early Years practitioners, teachers, childminders and nannies, we play a key role here. This is exemplified in the Educational Programmes for the EYFS and summed up in the Early Learning Goal for Personal, Social and Emotional Development (PSED). In this session, we will reflect on our role and how best to work with the children in our provision so that they can lead healthy and happy lives, while achieving the best that they possibly can with confidence.

Picture of Ursula Krystek-Walton

Ursula Krystek-Walton, Head of Early Years at Thrive Education and Care

Your Self-regulation Journey: Intent, Implementation and Impact in the EYFS

Ursula will be sharing strategies and resources that she designed and implements alongside her teams across their 38 settings. These transformative strategies and resources have revolutionised policies and procedures regarding the development of SR through effective co-regulatory practices. You will learn how Ursula equips practitioners to successfully support children to cultivate their emergent SR skills across the 3 I’s of the new Ofsted framework, while demonstrating that there is much more to SR than the three ELG’s.

Dr Mine Conkbayir

Dr Mine Conkbayir is an award-winning author, trainer and researcher. She is the winner of the Nursery Management Today (NMT) Top 5 Most Inspirational People in Childcare Award.

Mine is passionate about bridging the knowledge gap between neuroscience and Early Years. She has designed the new Cache Neuroscience in Early Years qualifications and accompanying textbooks as part of this endeavour. She is the founder of the award-winning Cache Endorsed Learning Programme, Applying Neuroscience to Early Intervention and the two times award-winning online training programme, Self-regulation in Early Years. She is also the designer of the two times award-winning free self-regulation app, the Keep Your Cool Toolbox and has contributed to the development of the Birth to Five Matters non-statutory guidance for the Early Years Foundation Stage (EYFS), on the subjects of self-regulation and co-regulation. The second edition of her latest award-winning book, Early Childhood and Neuroscience: Theory, Research and Implications for Practice, will be available this November.

Mine is a frequent public speaker, speaking at the Ofsted Big Conversation, delivering training on behalf of local authorities and fostering organisations as well as various Early Years providers. Mine has also hosted three sell-out talks with Funzing on the subject of adverse childhood experiences (ACEs) and the long-term impact of trauma.

Dr Janet Rose

Dr Janet Rose is currently Principal of Norland College, a specialist early years college, and is a former Reader in Education and Associate Professor at Bath Spa University.

She initially trained as a primary teacher and early years specialist and has worked in a range of schools and early years settings both in England and abroad. She has a particular interest in applying neuroscientific research into practice and was Project Leader of a national research project called Attachment Aware Schools and Settings which was a comprehensive programme of support for children affected by early attachment difficulties, trauma and neglect, and incorporated evidence-based strategies for supporting children’s behaviour and wellbeing based on recent neuroscientific research. Emotion Coaching was one of these key strategies and Janet has developed several research projects on the use of Emotion Coaching in schools and early years settings to support children’s mental health. She is the co-founder of Emotion Coaching UK and has led training for a number of Local Authorities and professional organisations in the UK. She has also worked with various government organisations and has presented her research at the House of Lords and the House of Commons. She has written numerous publications on topics related to the application of neuroscientific findings, one of the most recent being a book on Health and Well-being in Early Childhood which outlines some of the neuroscientific research that sheds light on how young children develop resilience and how practitioners can support children’s mental health and wellbeing. She is a Fellow of the Higher Education Academy, a Level 1 Theraplay Practitioner and a Level 1 Sensory Attachment Intervention Practitioner.

Dr Sue Allingham

Sue’s expertise and passion for teaching and learning in the Early Years started with her classroom experience and Senior Lead role as Early Years Co-ordinator and Lead Teacher for her Local Authority. Moving into research, Sue gained an MA followed by a Doctorate, both in Early Years Education from Sheffield University. Her career then developed from being a Lead Teacher to Local Authority Adviser.  Sue is now an Independent Consultant, Author and Trainer.

Research also informs the articles she writes regularly for Early Years Educator magazine where she is now the Consultant Editor.

Her writing has gained Sue a commission from Practical Preschool Publications to write Transitions in the Early Years which is now in second edition. Her latest book, Emotional Literacy in the Early Years, is out now.

Ursula Krystek-Walton 

Ursula Krystek-Walton is Head of Early Years at Thrive Education, which has 38 nurseries across Scotland and England. Ursula has worked in the Early Years sector for over 20 years, in a variety of roles starting as a modern apprentice. Ursula has a first-class degree in Childhood Studies and is currently reading for a Master’s in Children’s Rights. In 2018, Ursula completed Dr Mine Conkbayir’s Neuroscience and Self-Regulation courses and since then has been working hard along with her teams to embed knowledge and understanding in these two areas across all Thrive Settings. Ursula has been pivotal in transforming policy and practice across Thrive all Thrive settings, ensuring these are embedded in the theory of self-regulation.

Ursula believes that understanding the neuroscience of early brain development is fundamental to getting our practice right in the early years, to give all children the best possible start in life.