The document discusses self-regulation, which is the ability of children to thoughtfully engage in and control their behaviors. Three sources are reviewed that discuss how self-regulation is an important skill for kindergarten readiness and can be developed through modeling, cues, and practice. Teachers can promote self-regulation by involving children in creating and applying classroom rules, using reminders, and allowing independent practice. Literature can also be used to explore themes of self-reliance and persistence. Developing self-regulation benefits children's social, emotional, cognitive, and behavioral development.

1. Self-Regulation
Guiding Young Children
Deborah Lamantia
SOE 115 Psychology of Teaching and Learning
Kendall College

2. Overview of the Strategy
The learning strategy that I chose was self-regulation, which is defined as,
“a deep, internal mechanism that enables children as well as adults to
engage in mindful, intentional, and thoughtful behaviors.” (Bodrova, 2008,
p1). Developing this skill at an early age will give the child a solid
foundation in the learning process. From being able to follow directions and
organize school work to communicating effectively with teachers and peers.
I chose this strategy because I work daily with my preschoolers on building
their self-regulation skills. When they are able to sit and engage in a story
or song or play with their friends, it opens up new opportunities for
development and learning. In addition, they feel proud of themselves for
accomplishing a task on their own and gives them the confidence to continue
to try new things.

3. Credible Source #1
Going into Kindergarten is a big step for most children, their school day is
longer than they are used to and more is expected out of them academically.
Teachers have challenges as well, according to Bodrova, “teachers rate
difficulty following directions as their number one concern about children,
indicating that more than half of their students experience this difficulty.”
(Bodrova, 2008, p1) This is where teaching self-regulation as a learning skill
is very valuable. According to Bodrova’s article, there are several techniques
that teachers can do to promote self-regulation. Allow children to set, practice
and apply class rules. Provide tangible reminders of self-regulation around the
class, such as rolling a dice to see who goes first at something. Finally, game
playing where children can follow rules with peers. (Bodrova, 2008).

4. Credible Source #2
Self-regulation is compared to a thermostat in Ida Florez’s article. Children
evaluate their future actions by what they are sensing in the moment.
Through seeing, hearing, touching and feeling, the child evaluates what he
or she already knows and determines what their next response will be.
According to Florez, “Children develop foundational skills for self-regulation
in the first five years of life.” (Florez, 2011, p46) It is then important for
Early Childhood Educators to assist children in learning this valuable skill.
According to the article, self-regulation can be shown through three
teaching strategies, modeling, using hints and clues and then gradually
withdrawing adult support. (Florez, 2011)). These strategies can be
included in a child’s everyday experiences.

5. Credible Source #3
Self-regulation is compared to the story of, “The Little Engine That Could”.
Being successful at learning requires focus and determination, which is what the
little blue engine needs to get to the top of the mountain. According to Randi,
“encouraging good work habits seeks to capitalize on students’ propensity for
learning self-regulation implicitly through role models and supportive
environments that afford students opportunities to take charge of their own
learning.” (Randi, 2009, p56). In order to reach the goal of self-regulation in
everyday practice, Randi found literature as an additional, successful model.
According to the article, “Within the literature curriculum, we found numerous
texts that focused on such themes as self-reliance, independence, resiliency,
persistence, courage and survival.” (Randi, 2009, p56). Books open up a
different path as a way to explore self-regulation in the classroom.

6. Analysis of the Information
There were similar points of view within all three articles regarding self-
regulation. The authors explained that developing this skill is critical in building
the foundation of social, cognitive, behavioral and emotional development. The
articles also agreed that self-regulation can be developed by having the teacher
model the behavior to their students. They can also give hints and clues to assist
in reminding students of what behaviors they expect. Then the teachers can
step back and let the children have a say in making rules. I believe that
education and experience helped to shape the views of the three authors. And
while many ideas were similar, one offered another idea. Using literature as a
model and discussion point was a unique way of developing self-regulation. If I
was to add any additional information in the future, I would look for more
strategies to use in supporting all areas of development.

7. Connections
One connection that I observed was with Vygotsky’s Zone of Proximal
Development. Vygotsky’s theory says that there is only so far a student can
go within a developmental area and if they are to go further, it needs to be
with teacher assistance. This is similar to modeling self-regulation strategies
in class. Another connection was with Piaget’s Theory of Cognitive
Development. Piaget observed that thinking and knowledge develop when
thoughts are organized. When we teach children to self-regulate their
thoughts or behavior, learning can occur at an easier pace. Lastly, there is a
connection between Erikson’s Autonomy vs. Shame and Doubt stage and self-
regulation. Erikson believed that during this stage, self control and self
confidence are developed. And if there is too much doubt, there can be a lack
of confidence in the future, the same can be said of self-regulation.

8. Conclusion
In conclusion, I believe that developing self-regulation skills in early childhood
benefits the child’s social, emotional, behavioral and cognitive development.
This can be accomplished by having the teacher role model certain behaviors
and procedures, setting the environment up with cues and reminders and then
letting the children practice on their own. I teach this everyday in my
classroom and see that it creates new opportunities for learning by building a
child’s self confidence. Yesterday, one of my students (A) and I were
experimenting with a Magna-doodle. “A” has been having a challenging time
with sharing. Another student (B) came up and I invited “B” to draw with us.
“B” and I were sharing magnets and before long “A” asked “B” if she wanted
one of his magnets. Then “A” said it was my turn and handed me a magnet.
Through modeling a certain behavior, “A” created a positive play experience.

9. Communication With Families
If I had the opportunity to talk to one of my parents about the learning
strategy of self-regulation, this is what I would tell them….
“The children are learning so many fun and exciting things at school and one
of the key components of this learning is the development of self-regulation.
That is the ability to respond to their environment in a thoughtful way. Being
able to use “nice hands”, “nice feet” and “nice mouths” is a way that we
remind the kids and we as teachers model the behavior as well. When the
children are able to listen and interact with the rest of the class, then everyone
is comfortable and confident to learn new things. We can all read a story and
talk about what happened, we can go on a nature walk and observe signs of
fall, and we can play with our friends in a fun and safe environment.”

10. References
Bodrova, Elena (March 2008). Developing Self-Regulation in Kindergarten.
Retrieved (Nov 8, 2016) from (naeyc.org).
Florez, I.R. (2011). Developing Young Children’s Self-Regulation through
Everyday Experiences. Young Children, 66(4), 46-51.
Randi, J. (2009). I Think I Can: Developing Children’s Concept of
Themselves as Self-Regulated Learners. New England Reading
Association Journal, 45(1), 55-63.