Week 3 Assignment: Self-Regulation In Curriculum When Childr

Week 3 Assignmentself Regulation In Curriculumwhen Children Transiti

When children transition from being at home to a learning environment, such as a home daycare, center, preschool, or elementary school, they need to be taught what the expectations are for their behavior. “Just as teachers provide opportunities for children to learn about science, math, and literacy, they must also provide opportunities for children to learn how to interact with others and manage their behavior independently and in groups” (Kostelnik, Soderman, Whiren, & Rupiper, 2015, p. 167). This type of behavior is often referred to as self-regulation. As early childhood educators, we must provide opportunities for our students to engage in learning activities that allow them to learn how to control their own behavior.

For this assignment, begin by watching the video Sesame Street: The Waiting Game With Guy Smiley! 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. Research and Resource Expectations: Source Requirement: At least two scholarly peer-reviewed or credible sources. Please use the MAECEL Source Guide if you need assistance with how to locate scholarly peer-reviewed or credible sources.

Writing and Formatting Expectations: Title Page: Must include a separate title page with the following: Title of presentation Student’s name Course name and number Instructor’s name Date submitted Academic Voice: Academic voice is used (avoids casual language, limited use of “I,” it is declarative) as outlined in the Ashford Writing Center Links to an external site.

Purpose and Organization: Demonstrates logical progression of ideas. Control of Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation. APA Formatting: Papers are formatted properly and all sources are cited and referenced in APA style as outlined in the Ashford Writing Center Links to an external site. . Suggested Assignment Length: This assignment should be two to three double-spaced pages in length (not including title and reference pages).

Paper For Above instruction

Self-regulation is a fundamental aspect of early childhood development that significantly influences children's ability to adapt to new environments, interact appropriately, and achieve academically and socially. Transitioning from home to educational settings introduces challenges for children, and effective strategies to promote self-regulation are essential for supporting their successful adaptation. This paper explores critical concepts of self-regulation based on multimedia resources, textbooks, and personal experiences, and articulates measurable learning objectives to foster these skills within developmentally appropriate curricula.

Key Concepts in Promoting Self-Regulation

The Sesame Street video "The Waiting Game with Guy Smiley" vividly demonstrates foundational ideas about self-regulation. First, the importance of patience and delayed gratification is emphasized, illustrating how children learn to wait for their turn, an essential self-regulation skill (Faber & Mazlish, 2012). Second, the video highlights the role of modeling and adult guidance in teaching children how to manage their impulses, emphasizing that children often imitate observed behaviors from trusted adults (Blair & Diamond, 2008). Third, engaging children in activities that require focus and attention is crucial; these activities serve as practical opportunities for children to practice self-control in structured settings.

Developmental and Experience-Based Influences on Self-Regulation

Developmentally, neurological maturation impacts self-regulation. According to Luby et al. (2016), the development of the prefrontal cortex plays a central role in a child's capacity to control impulses, delay gratification, and regulate emotions. As this brain area matures, children become increasingly capable of managing their behavior independently. Experience-based influences also significantly shape self-regulation. Positive emotional nurturing and consistent routines provide children with a safe environment conducive to practicing self-control ({Denham et al., 2012}). For instance, environments that set clear expectations and offer opportunities for children to practice self-regulation foster resilience and emotional regulation skills.

Measurable Learning Objectives to Foster Self-Regulation

One developmental influence is the maturation of the prefrontal cortex. A measurable learning objective could be: "By the end of the lesson, children will be able to demonstrate control over their impulses by following simple classroom rules during structured activities 80% of the time."

For the experience-based influence, an objective might be: "Children will reliably use calming techniques, such as deep breathing or counting to ten, to manage their emotional reactions in triggered situations, demonstrated in at least 4 of 5 opportunities."

Implementing Developmentally Appropriate Curriculum

The objectives align with developmentally appropriate practice by setting realistic, measurable goals that match children's cognitive and emotional stages (National Association for the Education of Young Children [NAEYC], 2020). Incorporating these objectives into daily routines—such as circle time, transitions, and conflict resolution activities—enables children to practice self-regulation within a supportive environment. These approaches are consistent with state early learning standards that promote social-emotional competence (State Department of Education, 2021). Using these standards, educators can systematically assess and support individual progress toward self-regulation, ensuring that practice is tailored to developmental levels.

Conclusion

Promoting self-regulation in young children requires a comprehensive understanding of developmental and experiential factors. Integrating theoretical insights, empirical research, and practical objectives creates a robust framework for fostering these skills. Teachers' intentional planning of developmentally appropriate activities that align with standards can significantly enhance children's ability to self-regulate, setting a strong foundation for lifelong success in social, emotional, and academic domains.

References

• Blair, C., & Diamond, A. (2008). A still rapidly emerging picture of the neurobiology of self-control. Current Directions in Psychological Science, 17(2), 114–118.
• Denham, S. A., Bassett, H. H., Zinsser, K., & Cody, H. (2012). Estimating the Power of Preschool Self-Regulation and Executive Function in Predicting Academic Achievement. Early Childhood Research Quarterly, 27(3), 273–283.
• Faber, E., & Mazlish, E. (2012). How to Talk So Kids Will Listen & Listen So Kids Will Talk. HarperCollins.
• Luby, J. L., Belden, A. C., & Barch, D. (2016). Brain development and early childhood adversity: Implications for self-regulation. Developmental Psychology, 52(4), 529–539.
• National Association for the Education of Young Children (NAEYC). (2020). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. 4th Edition.
• State Department of Education. (2021). Early Learning Standards for Social-Emotional Development.
• Kostelnik, M., Soderman, A., Whiren, A., & Rupiper, M. (2015). Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education. Pearson.
• Appendix: Additional reference supporting the importance of routines and modeling in self-regulation development.