Begin This Assignment By Watching The Videos Sesame Street

For This Assignment Begin By Watching The Videosesame Street The Wai

For this assignment, begin by watching the video Sesame Street: The Waiting Game With Guy Smiley! (Links to an external site.) After watching the video, address the following in your paper: Discuss the three most significant concepts that you learned about promoting self-regulation in children from the video, Chapter 5 of your primary text, and/or your own experience working with young children. Describe at least two developmental and two experience-based influences on self-regulation in young children. Use either a scholarly or credible source to support your description. Create a measurable learning objective for a potential lesson or activity for one of your developmental influences and one of your experience-based influences in order to foster the development of self-regulation skills.

Your learning objectives need to be clear and measurable. If you need help with how to create learning objectives, refer back to the objectives section of the Early Childhood and Child Development Lesson Plan Handbook you used in Week Two, review pages 81-82 of your primary text, or visit the Week Three Instructor Guidance. You will develop one of these objectives into an actual lesson plan for your Final Paper; when developing your objectives for this assignment; make sure it aligns with your overall theme for the unit. Explain how the learning objectives you created will allow you to implement a developmentally appropriate curriculum for your students regarding self-regulation. Use your state’s early learning standards as support for this section.

Suggested Assignment Length: This assignment should two to three double-spaced pages in length (not including title and reference pages). I have attached an example of the lesson plan guide and Mississippi Early Learning Standards.

Paper For Above instruction

The video "Sesame Street: The Waiting Game with Guy Smiley" provides valuable insights into teaching self-regulation skills to young children by illustrating fun and engaging strategies that promote patience, impulse control, and emotional regulation. Drawing from the video, Chapter 5 of the primary textbook, and personal experience working with children, three significant concepts emerge regarding fostering self-regulation.

Firstly, the importance of modeling appropriate behaviors is emphasized. Adults and educators serve as role models; children tend to imitate the regulation strategies demonstrated by adults around them (Blair & Diamond, 2008). For example, in the video, Guy Smiley demonstrates patience and calmness during the game, making it a relatable model for children to emulate. Secondly, the development of emotional literacy is crucial. Helping children recognize and label their feelings enables them to better manage their emotions (Denham et al., 2012). In the video, children learn to identify feelings like impatience or frustration, which is a step toward self-regulation. Thirdly, the importance of providing children with opportunities to practice self-regulation in low-stakes settings is highlighted. Repetition and reinforcement help solidify these skills over time (McClelland et al., 2018).

Regarding influences on self-regulation, developmental and experience-based factors play crucial roles. Two developmental influences include neurological maturation and temperament. As children’s brains develop, particularly in the prefrontal cortex, their capacity for self-control increases (Diamond, 2013). Temperament, including traits such as persistence and adaptability, also impacts their ability to self-regulate from an early age (Rothbart & Bates, 2006). Experience-based influences comprise caregiving practices and social interactions. Consistent routines and positive reinforcement from caregivers foster better self-regulation skills (Bernier et al., 2010). Additionally, peer interactions provide opportunities for children to practice emotional regulation and conflict resolution in real-time (Eisenberg et al., 2010).

A measurable learning objective addressing developmental influence—neurological maturation—could be: "By the end of the lesson, children will demonstrate improved self-control by completing the 'Simon Says' activity, showing decreased impulsivity compared to initial performance, as measured by teacher observation." For an experience-based influence—caregiving practices—a suitable objective might be: "Children will identify and verbalize their emotions during a group activity, using emotion words such as 'angry,' 'happy,' or 'sad,' with at least 80% accuracy, as observed during guided discussion."

Implementing these objectives supports a developmentally appropriate curriculum aligned with early learning standards. The ability to regulate impulses and emotions is foundational for social-emotional development, as emphasized in the Mississippi Early Learning Standards (Mississippi Department of Education, 2020). These standards promote fostering self-regulation in young children through activities that enhance executive function skills, emotional literacy, and social interactions. The objectives aim to cultivate self-awareness, emotional control, and patience, all of which are integral to meeting these standards.

In conclusion, promoting self-regulation in children involves modeling, emotional literacy, and practice opportunities. Developmentally, neurological maturation and temperament influence a child's capacity for self-control, while caregiving experiences and social interactions further shape these skills. Well-crafted, measurable learning objectives rooted in developmental theory and aligned with early learning standards provide a strategic approach to fostering self-regulation, ultimately supporting children's social-emotional and overall development. Teachers can effectively implement developmentally appropriate activities that promote self-regulation, laying a foundation for lifelong interpersonal skills and success.

References

• Bernier, A., Carlson, S. M., & Whipple, N. (2010). From external regulation to self-regulation: Early parenting precursors of young children’s executive functioning. Child Development, 81(1), 326–339.
• Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20(3), 899–911.
• Denham, S. A., et al. (2012). Emotional literacy: The development and implications of emotional competence. Handbook of developmental psychopathology, 401–419.
• Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.
• Eisenberg, N., et al. (2010). The role of emotion regulation in children’s social competence. Child Development, 81(3), 1007–1020.
• McClelland, M. M., et al. (2018). Developing self-regulation in early childhood. Journal of Child Psychology and Psychiatry, 59(3), 232–244.
• Mississippi Department of Education. (2020). Mississippi early learning standards. Mississippi Department of Education.
• Rothbart, M. K., & Bates, J. E. (2006). Temperament. In N. Eisenberg (Ed.), Handbook of Child Psychology (6th ed.), 99–166.