Enhancing Self-Regulation Skills in Children: Strategies and Tips

How to help our students
April 6, 2017
Self
-
regulation
 : 
a deep, internal
mechanism that enables children as well as
adults to engage in mindful, intentional, and
thoughtful behaviors
1.  The ability to control
one’s impulses and to
stop doing something.
2. The capacity to do
something (even if one
doesn’t want to do it)
because it is needed.
How do you self regulate?
Developing brains utilize their brain’s executive
function to build self regulation.  When this part
of the brain is exercised, self regulation develops.
When self regulation develops, so does a child’s
ability to focus, stay on task, or shift quickly
between activities.
 
Some people are born with a stronger sense of
self regulation.
Some people’s temperaments are more inclined
toward appearing self regulated.
Some people will always struggle and need to
find ways to cope in their world.
Introduce routines
Ensure plenty of sleep time
The amount of time an adult maintains focus on an infant
directly correlates to the child’s ability to focus
Introducing books early and often, and follow up by talking
about the pictures, asking questions
Model paying attention
Minimize exposure to screens (max 1 hour per day)
Avoid toys that play for them
Capitalize on playing pretend
Increase and enforce routines
Minimize screen time (max 1 hour per day)
Play pretend with increasingly abstract objects
Provide props for imaginary play that do not relate to television or
movies
Minimize toys that play for the child
Sing songs that require singing and body or hand motions
Continue to read and draw attention to details and wonderings
Play games that require stop and start  or critical thinking
Reasonable expectations are age + 1 year for attention span
Add creative twists to undesired tasks
Break large tasks down into manageable pieces
Ensure adequate sleep time 8 – 10 hours per night
Ensure your child is getting 8 to 10 hours of sleep every night
Monitor and limit screen time
Consider developing a media plan so expectations are clear and
consistent
https://www.healthychildren.org/English/media/Pages/def
ault.aspx#home
Continue to model your focused attention on your child
Invest in open ended toys (i.e. Legos, art supplies, blocks etc.)
Take breaks from focused activity like homework and practice for
other subjects like instruments and art
Continue proper expectations age +1  = appropriate expectation for
attention span
Develop a media plan (see middle and high school for link)
Teaching them to stay organized and put their own things away
Make sure household help does not always organize their
materials and pack their things as they need the thought
processes
Provide fidgets, special seating, or hard candy when homework is
very difficult
Make sure your student is getting enough sleep
Develop a media plan to make expectations consistent and
clear
https://www.healthychildren.org/English/media/Pages
/default.aspx#home
Share your strategies and help them develop strategies to
focus their own attention
Good nutrition (including lots of protein)
Teaching them to stay organized
Make sure household help does not always organize their
materials and pack their things they need the thought
processes
Help them stop multi-tasking and do one task at a time
Set expectations that they need to adhere to
How to chunk a big project
Sensory - motor preference checklist
Sensorimotor methods to change engine levels
Changing how alert you feel A-46
Concentration
LiteBrite
Simon
Chess
Martial Arts
Operation
Raps, songs
Yoga
Meditation
Mazes
Rush Hour
Sudoku
-reinforce appropriate behaviours and ignore mild
inappropriate behaviours
− use “when–then” contingencies such as “when
you finish picking up your Lego, then you can
start your video.” This strategy will help children
see the connection between their behaviours and
consequences
When do you feel your child needs the most self-
regulation help?
What is the routine?
When are the highs and lows?
Blurting
 - My Mouth is a Volcano by Julia Cook
Body Awareness 
– Personal Space Camp by Julia Cook
Anger Management 
– When Sophie Was Angry, Really,
Really Angry by Molly Bang
Anger Management 
– Sometimes I’m a Bombaloo by Rachel
Vail
Anger Management 
– Hands are Not for Hitting by Martine
Agassi and Marieka Heinlen
Talk to Malin Halliday in the library if you have a particular issue and
she may be able to guide you to an appropriate social story.
Using visuals can help
your student guide their
own routine and
behaviors and take away
your necessity for
constant reminders.
Timers also help add fun
and expectations
Involve your student in
deciding which mediators
to use
Using weighted materials
can actually help children
focus especially when
they are angry or anxious
Keeping materials
available at a child’s level
helps them apply what
they need when they need
it
Build a routine for your student
Make a mediator to help with a certain skill
Walk through the process of making a media
plan
http://developingchild.
harvard.edu
http://pediatrics.aappu
blications.org/content/
138/5/e20162591
https://www.healthych
ildren.org/English/me
dia/Pages/default.aspx
#home
Presentation by Jodie Hopkins and
Sylvie Pinsonnault
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Understanding and fostering self-regulation in children is crucial for their development. Self-regulation involves controlling impulses, focusing, and shifting between tasks. This article delves into the internal mechanisms of self-regulation, such as executive function, and provides practical tips to help children build these skills. It emphasizes the importance of routines, limited screen time, imaginative play, and quality sleep in nurturing self-regulation abilities. By implementing these strategies, caregivers and educators can support children in developing crucial self-regulation skills for success.


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  1. How to help our students April 6, 2017

  2. Self-regulation : a deep, internal mechanism that enables children as well as adults to engage in mindful, intentional, and thoughtful behaviors

  3. 1. The ability to control one s impulses and to stop doing something. 2. The capacity to do something (even if one doesn t want to do it) because it is needed.

  4. How do you self regulate? Mouth Move Touch Look Listen

  5. Developing brains utilize their brains executive function to build self regulation. When this part of the brain is exercised, self regulation develops. When self regulation develops, so does a child s ability to focus, stay on task, or shift quickly between activities.

  6. Some people are born with a stronger sense of self regulation. Some people s temperaments are more inclined toward appearing self regulated. Some people will always struggle and need to find ways to cope in their world.

  7. Introduce routines Ensure plenty of sleep time The amount of time an adult maintains focus on an infant directly correlates to the child s ability to focus Introducing books early and often, and follow up by talking about the pictures, asking questions Model paying attention Minimize exposure to screens (max 1 hour per day) Avoid toys that play for them Capitalize on playing pretend

  8. Increase and enforce routines Minimize screen time (max 1 hour per day) Play pretend with increasingly abstract objects Provide props for imaginary play that do not relate to television or movies Minimize toys that play for the child Sing songs that require singing and body or hand motions Continue to read and draw attention to details and wonderings Play games that require stop and start or critical thinking Reasonable expectations are age + 1 year for attention span Add creative twists to undesired tasks Break large tasks down into manageable pieces Ensure adequate sleep time 8 10 hours per night

  9. Ensure your child is getting 8 to 10 hours of sleep every night Monitor and limit screen time Consider developing a media plan so expectations are clear and consistent https://www.healthychildren.org/English/media/Pages/def ault.aspx#home Continue to model your focused attention on your child Invest in open ended toys (i.e. Legos, art supplies, blocks etc.) Take breaks from focused activity like homework and practice for other subjects like instruments and art Continue proper expectations age +1 = appropriate expectation for attention span Develop a media plan (see middle and high school for link) Teaching them to stay organized and put their own things away Make sure household help does not always organize their materials and pack their things as they need the thought processes Provide fidgets, special seating, or hard candy when homework is very difficult

  10. Make sure your student is getting enough sleep Develop a media plan to make expectations consistent and clear https://www.healthychildren.org/English/media/Pages /default.aspx#home Share your strategies and help them develop strategies to focus their own attention Good nutrition (including lots of protein) Teaching them to stay organized Make sure household help does not always organize their materials and pack their things they need the thought processes Help them stop multi-tasking and do one task at a time Set expectations that they need to adhere to How to chunk a big project

  11. Sensory - motor preference checklist Sensorimotor methods to change engine levels Changing how alert you feel A-46

  12. Concentration LiteBrite Simon Chess Martial Arts Operation Raps, songs Yoga Meditation Mazes Rush Hour Sudoku

  13. -reinforce appropriate behaviours and ignore mild inappropriate behaviours use when then contingencies such as when you finish picking up your Lego, then you can start your video. This strategy will help children see the connection between their behaviours and consequences

  14. When do you feel your child needs the most self- regulation help? What is the routine? When are the highs and lows?

  15. Blurting - My Mouth is a Volcano by Julia Cook Body Awareness Personal Space Camp by Julia Cook Anger Management When Sophie Was Angry, Really, Really Angry by Molly Bang Anger Management Sometimes I m a Bombaloo by Rachel Vail Anger Management Hands are Not for Hitting by Martine Agassi and Marieka Heinlen Talk to Malin Halliday in the library if you have a particular issue and she may be able to guide you to an appropriate social story.

  16. Using visuals can help your student guide their own routine and behaviors and take away your necessity for constant reminders. Timers also help add fun and expectations Involve your student in deciding which mediators to use Using weighted materials can actually help children focus especially when they are angry or anxious Keeping materials available at a child s level helps them apply what they need when they need it

  17. Build a routine for your student Make a mediator to help with a certain skill Walk through the process of making a media plan

  18. http://developingchild. harvard.edu http://pediatrics.aappu blications.org/content/ 138/5/e20162591 https://www.healthych ildren.org/English/me dia/Pages/default.aspx #home Presentation by Jodie Hopkins and Sylvie Pinsonnault

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