Self-regulation in Early Years
What you need to know about achieving a child-centred approach
| Module 1 | Journey 1: Understanding self-regulation and its development | |
|---|---|---|
| In this introductory Journey, you will explore the meaning of self-regulation (SR), how and when it develops, as well as learn about the inextricable link between SR and how this influences executive functioning. The introduction of SR as part of the revised EYFS Early Learning Goals (ELGs) will also be explored with an emphasis on why these are unfit for purpose. Hold this in mind: research continually shows that a child’s ability to self-regulate at three-years-old is a better indicator of school success than IQ… | ||
| Lesson 1 | Introduction to Journey 1 | |
| Lesson 2 | Path 1: What is self-regulation (SR)? | |
| Lesson 3 | Path 2: When and how does SR begin? | |
| Lesson 4 | Path 3: What SR is not | |
| Lesson 5 | Path 4: Your role in scaffolding children’s self-regulation | |
| Lesson 6 | Path 5: Teaching children about their brains – part of your daily practice | |
| Module 2 | Journey 2: How stress derails healthy brain development | |
| Understanding what stress is and the ways toxic stress can impact the brain and body is an integral part of keeping children safe, secure and able to thrive while in your care. This Journey is packed full of information concerning stress, the different types, their impact on a child’s brain and body, as well as some of the most common factors affecting children’s stress levels. You will also reflect on the layout and provision in your setting and how these might be affecting children’s ability to regulate their behaviour and consequent ability to learn. | ||
| Lesson 1 | Introduction to Journey 2 | |
| Lesson 2 | Path 1: What is stress? | |
| Lesson 3 | Path 2: Is stress that bad? | |
| Lesson 4 | Path 3: Stressed children – help! | |
| Lesson 5 | Path 4: The ABC of behaviour – do you always consider these when responding to behaviour? | |
| Lesson 6 | Path 5: ‘Where are you?’ | |
| Module 3 | Journey 3: How to effectively support self-regulation in the early years curriculum | |
| This is where it all comes together – in this third and final Journey. You have learned about the fundamental basics of self-regulation, what it is, your critical role in co-regulating children’s emotional responses and the impact of toxic stress on early brain development. You have also explored SR with regard to its new inclusion as part of the EYFS – and more importantly, how inaccurate and incomplete these ELGs are, given the complexity of SR and how it is nurtured – from birth, not just as part of an inexact tick-box exercise. In this Journey, you will start reflecting on and planning your ideas for change, in order to achieve IMPACT when it comes to nurturing SR in all areas of your provision! | ||
| Lesson 1 | Introduction to Journey 3 | |
| Lesson 2 | Path 1: The dangers of ‘behaviour management’ policies and strategies | |
| Lesson 3 | Path 2: Re-thinking your responses to behaviours | |
| Lesson 4 | Path 3: YOUR existing policies | |
| Lesson 5 | Path 4: YOUR existing practices | |
| Lesson 6 | Path 5: YOUR action plan for change | |
