Developing Young Children's Self-Regulation through Everyday Experiences

Autor/in	Florez, Ida Rose
Titel	Developing Young Children's Self-Regulation through Everyday Experiences
Quelle	In: Young Children, 66 (2011) 4, S.46-51 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Self Control; Teacher Role; Young Children; Kindergarten; Child Development; Interaction; Student Behavior; Cues; Role Models; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Lehrerrolle; Frühe Kindheit; Kindesentwicklung; Interaktion; Student behaviour; Schülerverhalten; Stichwort; Identifikationsfigur
Abstract	Every child is different. Some have difficulty expressing their ideas verbally. Some struggle to get along with peers or follow classroom routines. In each case, however, one thing is the same: improved learning and behavior requires strong self-regulation skills. Children develop foundational skills for self-regulation in the first five years of life, which means early childhood teachers play an important role in helping young children regulate thinking and behavior. Fortunately, teaching self-regulation does not require a separate curriculum. The most powerful way teachers can help children learn self-regulation is by modeling and scaffolding it during ordinary activities. In this article, the author defines self-regulation and discusses how it develops. She then describes an interaction she observed in a kindergarten classroom and explains how the teacher used an everyday experience to strengthen children's self-regulation. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://www.naeyc.org/yc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10