Supporting Self Regulation |
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Introduction |
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What strategies and practices are educator teams repeating, rethinking and removing to support children's self-regulation?
What does self-regulation look like and sound like?
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How are educator teams repeating, rethinking and removing to support children's self-regulation?
Engaging the children in the visual flow of the day supports their self-regulation.
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Providing children choice leads to engagement which results in positive emotions. |
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What do you notice about children's self regulation?
What do you notice in the environment that supported the children's self-regulation? What do you notice about the interactions that support the children's self-regulation? |
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Challenges of enhancing the self-regulation of every child. |
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Engaging the children in co-constructing the learning supports self-regulation. |
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Self regulation is not about compliance with external authority. |
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What do you observe about how the environments throughout the video support the development of children's self-regulation? |
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Supporting development of self-regulation |
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Rethinking and reflecting on classroom structures to support children's self-regulation. |
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A play-based approach to learning is important in developing children's self-regulation. |
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Engaging the children in co-constructing the learning supports self-regulation. |
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Listening in on children negotiating the learning environment. |
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Play-based learning creates a passion for learning. |
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Reflections on play-based learning: how one Full-Day Early Learning-Kindergarten team co-constructed the learning with each other, and with the children and as a result made the learning more visible. |
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Teachers and ECEs are the vanguard of the next generation. |
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Rethinking and repeating supporting self-regulation – one educator team's reflection. |
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How will your educator team make thinking and learning visible through supporting the children's self-regulation? |
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