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Rules vs. Guidelines As early educators work to help children develop self-regulation, they need to identify socially acceptable behaviors as goals for them to achieve. Traditionally this has meant establishing a set of classroom rules for children to follow. However, research has shown that rules for young children tend not to be helpful because they: […]

Sarah and Maria Solve a Problem The problem, part 1 Sarah found a small black volcanic-looking rock on the playground; it looked very interesting.She loves science and loves to collect interesting natural things, and she thought that the rock was exceptionally “cool.” She showed it to her good friend Maria who also liked it a

Problem Solving and Conflict Resolution iStockphoto / Thinkstock Teachers help children learn how to solve problems by modeling and coaching them through the necessary steps in a calm and reasoned process. As children begin to identify, acknowledge, and express their feelings, they also need practice to learn how to solve problems and resolve conflicts. Key

Modeling Talking about Feelings Teachers can model how to talk about feelings as a natural part of conversation and to let children know that experiencing a range of feelings is normal. For instance, you might describe how pleased you are that you will be going out to dinner with friends for your birthday, that you

Acknowledging and Expressing Feelings Suppressing or denying emotions teaches children that certain feelings are not permitted, or bad, and damages the self-esteem a child needs to make difficult decisions with confidence. Children are also sometimes frightened by the intensity of their feelings. Therefore three of the most helpful skills you can develop as a teacher

Acknowledging and Expressing Feelings Suppressing or denying emotions teaches children that certain feelings are not permitted, or bad, and damages the self-esteem a child needs to make difficult decisions with confidence. Children are also sometimes frightened by the intensity of their feelings. Therefore three of the most helpful skills you can develop as a teacher

The Development of Self-Regulation Self-regulation begins in infancy, as babies gradually learn that their needs will be met by responsive adults (Papalia & Feldman, 2011). For example, the newborn cries in response to all stressors (being wet or soiled, hungry, thirsty, and so on). Over time, baby learns to wait before crying as he begins

Behavior Management The primary goal of classroom or group-care behavior management is not for the teacher or adult to manage the children but for the children to learn how to regulate themselves. Behavior is the visible representation of the child’s effort at any given moment to integrate what he or she wants or feels with

Friendship Activities Activity Examples Friendship-themed literature see reading list in appendix. Friendship songs Online resources such as: http://www.songsforteaching.com/friendshipsongs.htm😉 Friendship finger plays The Friendship Song (“London Bridge”) A friend is someone who is kind, who is kind, who is kind. A friend is someone who is kind, just like (child’s name). A friend is someone who

Friendship as an integration of the elements of self-concept. Engaging young children with activities that model and teach friendship integrates all the elements of self-concept. Many types of activities can be used to promote friendship, pro-social skills, and a sense of community and belonging. Such activities might include those listed in Table 9.3. Place Your