Self-Regulation in Curriculum

Self-Regulation in Curriculum

Self-regulation refers to one’s ability to monitor, control, manage, and direct individual behaviors and reactions accordingly. Self-regulation is essential in the learning process because it helps children focus on the tasks at hand, undertake necessary tasks, control their response to distractions, and express themselves, besides relating well with their counterparts, teachers, parents, and other people (Kenyon, 2019). The short video clip, “Sesame Street: The Waiting Game with Guy Smiley,” portrays significant self-regulation concepts in the curriculum.

Significant Self-Regulation Concepts

Instructors should devise innovative strategies to enhance self-regulation among learners. Educators need to understand distractors and how they impact children’s ability to learn and employ deliberate self-regulation mechanisms to enable them to focus. In the presented video, Mr. Smiley, on realizing that the Cookie Monster is impatient because the cookie was a distractor, decides to use music as a strategy for keeping the Monster on track. Mr. Smiley chooses an educative song reminding the Monster that good things come to those who wait (Sesame Street, 2013). Mr. Smiley was keen on reminding the Cookie Monster of the essence of waiting and learning using the song. The intervention was also timely when the Monster was about to eat the cookie. Educators should employ effective and timely intervention strategies. Do you need urgent assignment help ?  Our homework help will you tons of energy and time required for your homework papers.

Educators should explain to children the meaning of intervention strategies they implement whenever children ask questions. Teachers should explain their strategies as creatively as possible to help learners develop self-regulation in the process (Rouse, 2018). For example, when the Cookie Monster wants to know the essence of the song, the Smiley Guy tells him that singing is a great strategy to use when one has to wait for something that is hard to wait for (Sesame Street, 2013). The Cookie Monster uses this song to embrace self-regulation.

The video also reveals how teachers can nurture self-regulation in children by granting them the freedom to choose what to do first. One of the primary roles of a teacher is to make learners realize the benefits emanating from their independent choices. Besides, rewards serve as effective strategies for instilling self-regulation in learners. Mr. Smiley promised the Monster an extra cookie to encourage him to practice patience, leaving him alone to decide whether to continue learning or eat the cookie (Sesame Street, 2013). Teachers should also explain what they expect from learners in the self-regulation process.

The Influence on Self-Regulation

My experience as an educator has taught me that kids undergo different cognitive and emotional developmental phases that affect their self-regulation abilities. Environment and genetics play a role in a child’s developmental stages. Children tend to look up to adults and copy the behaviors that adults exhibit when handling similar situations. Children adapt some behaviors even when they can barely distinguish if their reactions are right or wrong (Kenyon, 2019). Parents and other adults should realize that environmental factors play a critical role in shaping a child’s self-regulation abilities.

Children can also learn self-regulating techniques through experience. Educators can coach children and promote a favorable environment to learn desirable practices. Kids should also be allowed to make mistakes and fail without being criticized as part of the learning process (Wright & Benton, 2018). Doing things wrong is part of learning as it assists kids in putting exercise boundaries on their actions and behaviors.

A Measurable Learning Objective

Content Area: Self-regulation

Grade: ECDE (18 months to 3 years)

Lesson Length: 1 hour

Lesson Objective: By the end of the lesson, the learner should control their response to distractors by completing the written exercise without being carried by the cartoon film during the lesson.

According to the state of Mississippi’s learning standards, learners should access the best and most meaningful and relevant resources to achieve set learning objectives. In this lesson, I intend to use the objective to assist my learners in nurturing self-regulation by learning to deal with distractors and focusing on desirable behaviors in development. My focus is to assist learners in remaining attentive in the midst of distractions.

References

Kenyon, J. (2019). Self-regulation in young children. https://raisingchildren.net.au/toddlers/behaviour/understanding-behaviour/self-regulation

Rouse, M. (2018). How can we help kids with self-regulation? https://www.sentinelnews.net/article/24-1-2018/how-can-we-help-kids-selfregulation#.XXbO12ZOnIU

Sesame Street. (2013). Sesame Street: The Waiting Game with Guy Smiley! [Video]. https://www.youtube.com/watch?v=XsC2W587_Fc&list=PLduaYqM5dRJIrXLjzWiPqAiIz8UJeNPoA

Wright, C. M., & Benton, K. S. (2018). Mississippi Early Learning Standards. Retrieved from https://www.mdek12.org/sites/default/files/docs/News/tab-01-early-learningguidelines.pdf

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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!

Self-Regulation in Curriculum

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 6 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.
Tip: Remember to connect to your chosen thematic unit.

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 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 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).

Chosen thematic unit: Planting a Garden
Link to video: https://youtu.be/XsC2W587_Fc