The act of self-regulating, however, is dependent upon specific environmental and contextual supports that are ongoing (Murray, Rosanbalm, Christopoulos, 2016). Having a greater understanding of self-regulation skills may have a significant impact on how we view children's behavior within the context of their environment.
Stop, think, act: Integrating self-regulation in the early childhood classroom
by Megan McClelland and Shauna Tominey is an excellent resource for hands-on activities that help children learn and practice self-regulation techniques. Healthy self-regulation in early childhood leads to strong academic performance, helps children to form healthy friendships and gives them the
social emotional
resources they need to face stressful situations throughout life (McClelland & Tominey, 2016). This book includes techniques to use during circle time and transitions throughout the day. Suggestions for strengthening self-regulation skills while teaching literacy and math are included also.
References
McClelland, M.M.
and
Tominey, S.L.
(2016).
Stop, think, act: Integrating self-regulation in the early childhood classroom.
New York:
Routledge Publishing.
Murray D.W., Rosanbalm, K., and Christopoulos, C
.
(2016). Self-regulation and toxic stress: Implications for programs and practice. Center for Child and Family Policy, Duke University. OPRE Report #2015-97. Retrieved from