Dr Mine Conkbayir and Ursula Krystek-Walton present:
Your one-stop-shop for embedding self-regulation in your policies andpractice
What is it?
This is a one-stop-shop for all Early Years (EY) practitioners, who want to prioritise the emotional wellbeing of children and staff in their setting.
It comprises of three sections (Education and Awareness, Practice and Environments), each containing an introductory video, downloadable templates, case studies of success stories, Power Point presentations and accompanying lesson plans and a toolkit of resources for practitioners to use with their teams.
Once practitioners have worked their way through the three sections, they will be ready to leave behind behaviour management approaches and instead, be guided by self-regulation (SR) policies and practice.
Live Q&A and FAQs – key to addressing any concerns that may arise while engaging with the toolkit and in helping practitioners to overcome any challenges to achieving SR. Once practitioners have worked their way through the three sections, their setting will be ready to leave behind behaviour management and instead, be embedded in self-regulation (SR) policies and practice. These will be held on Facebook, so make sure you follow Mine’s social media channels using the icons at the top/bottom of the page to stay updated on live Q&A sessions. As well as the live sessions, there is also the facility to ask questions directly of Mine and Ursula using the Question? page button in the toolkit dashboard.
Why is it necessary?
With the introduction of the new self-regulation (SR) Early learning Goals (ELGs) as part of Personal Social Emotional Development (PSED) in the Early Years Foundation Stage (EYFS), it has become all the more urgent to get SR right across every EY setting. This is due to the erroneous and limited nature of the ELGs which critically omit any mention of the fundamental importance of co-regulation (CR) in nurturing SR.
The increased awareness of self-regulation (SR) across statutory frameworks and guidance regarding the measurement of children’s Personal Social and Emotional Development (PSED), has made it all the more urgent to get SR right across every EY setting. Not least because much of this literature omits any mention of the fundamental importance of co-regulation (CR) in nurturing SR.
What does your setting get out of it?
Practical tools and sample policies for each area of provision. Settings continually report that there is higher parental involvement, that incidents of dysregulation have dramatically decreased, that SR has improved and that staff can focus more effectively on facilitating high quality teaching and learning experiences, with overall improvement in developmental outcomes for every child.
For groups of more than FIVE settings (for example nursery chains) please contact Mine directly for a bespoke group price.
Our guiding principle: Self-regulation is a set of complex and ever-evolving skills that are unique to human beings. It must not be reduced to a tick-box exercise defined by any curricula framework. The guidance in this one-stop shop is therefore suitable for all settings, both nationally and internationally.