Minter d instructional ppt


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Minter d instructional ppt

  1. 1. Self Regulation <br />In<br /> Early Childhood<br />
  2. 2. Self Regulation<br /><ul><li>What is it?
  3. 3. The ability to internally control one’s emotions and behaviors.
  4. 4. Infants born with no self regulating behaviors
  5. 5. Toddlers focus on compliance and self control
  6. 6. Pre-school children start learning delayed gratification </li></li></ul><li>The Problem<br /><ul><li>Academics being pushed down into preschool programs
  7. 7. Children are failing to achieve. Why?
  8. 8. Programs not focusing on social-emotional competency of children
  9. 9. Short term success of skill and drill not translating into academic achievement later in school career.
  10. 10. This is due to a lack of self-regulation.
  11. 11. The effects of self-regulation on academic success is far reaching.</li></li></ul><li>Teachers stress that children must acquire self regulation skills before academic learning can take place. <br />Importance of Building Blocks for School Readiness<br />Source: Teacher Survey on Importance of Readiness Skills (2008) School Readiness in Santa Clara County<br />
  12. 12. Why is it important?<br /><ul><li>Social Standpoint: getting along with peers as well as authority figures.
  13. 13. Four year old children who could delay gratification were more likely to follow teacher direction at six. </li></li></ul><li>Why is it important?<br />Academic Standpoint: As children become more thoughtful and controlled, their learning becomes more efficient.<br /><ul><li>Students that showed delayed gratification at four scored 210 points higher on the SAT than those who chose instant gratification.</li></ul>Delayed Gratification<br />
  14. 14. <ul><li>Children need to internalize rules for behaviors before they can transfer them to other settings.
  15. 15. Must practice in three contexts
  16. 16. Adult regulated rules
  17. 17. Regulating other children
  18. 18. Applying rules to themselves
  19. 19. Self regulation development</li></li></ul><li><ul><li>Child made rules contribute to self regulating behaviors.</li></ul>No yelling or screaming.<br />Child made rules<br />No laying down.<br />
  20. 20. Research Question<br />When children are allowed to self regulate by participating in the making of classroom rules, are they less dependent on the teacher in solving conflicts among themselves?<br />
  21. 21. Significance<br /><ul><li>Due to the far reaching effects of self regulation on the academic achievement of children, it is vitally important that it is supported in our early childhood classrooms. </li></li></ul><li>Conclusion<br /><ul><li>Self-regulation ranked by kindergarten teachers as the most important characteristic for children to possess.
  22. 22. Over half children entering kindergarten lack the necessary self-regulation to succeed.
  23. 23. In the past, studies of self-regulation as part of cognitive competency have been done on older children.
  24. 24. Well documented for middle and high school students.
  25. 25. More research needs to be done on young children. </li></li></ul><li>Bibliography<br />Bodrova, E. & Leong, D. (2008). Developing self-regulation in kindergarten can we keep all the crickets in the basket?. Young Children, 63 (2), 56-58<br />Bodrova, E. (2006, December 22). Developing self-regulation: the Vygotskyian view The Free Library. (2006). Retrieved from;col1<br />Bodrova, E. , & Leong, D. (2005). Uniquely preschool. Educational Leadership, 63(1), 44 – 47. <br />
  26. 26. Bibliography<br />DeVries, R. & Zan, B. (2003). When children make rules. Educational Leadership, 61(1), 64-67.<br />Fadell, L. (2011). Teaching your child the art of delayed gratification one marshmallow at a time. Retrieved from <br />
  27. 27. Bibliography<br />Lee, P., Lan, W., Wang, C., &Chiu, H. (2008). Helping young children to delay gratification. Early Childhood Education Journal, 35(6), 557-564.doi: 10.1007/s10643-008-0240-9<br />School readiness in Santa Clara county.(2008). Retrieved from<br />