When we think of preparing a child for kindergarten, we often think of teaching them letters and numbers. But one of the most important skills for making a smooth transition to kindergarten is self-regulation. That means such things as learning to express feelings in a healthy way, manage impulses, and seek out places and experiences that will calm you down or perk you up, as needed. Certain kinds of classroom environments (and certainly many outdoor learning settings) make it easier for children to develop these self-regulatory skills. And both teachers and parents play crucial roles in helping children understand feelings, needs, and effective ways to manage both.

 

Early childhood teacher and author, Mike Huber, of St. David's Center for Child and Family Development (SDC), joins Marti & Erin for a practical discussion of this important aspect of development. This is the third podcast of a special 3-part series on self-regulation, brought to you by SDC, a longtime supporting partner of Mom Enough. Mike’s interview builds on Melissa Williams’ discussion of co-regulation in infancy (July 12, 2021) and Kate Biederman’s conversation about the importance of “regulatory partners” for children of any age (October 4, 2021).

 
WHAT WAS YOUR BIGGEST TAKEAWAY ABOUT SELF-REGULATION IN PRESCHOOL?
What did Mike Huber say about the characteristics of a “regulation-based classroom” as compared to a “compliance-based classroom”? What would you watch for or ask about if you were visiting preschools to find one that would best support your child’s self-regulatory skills? Based on what you have heard in all three of the podcasts in this series on self-regulation, what can you do at home to support self-regulation, whatever the ages of your children?

 
WANT TO LEARN MORE ABOUT SELF-REGULATION?
❉ FROM CO-REGULATION TO SELF-REGULATION: PARENT-CHILD INTERACTIONS THAT PREPARE OUR CHILDREN FOR LIFE. Tune into the first episode of the series on self-regulation with Melissa Williams from St. David's Center. Tune into this engaging and practical discussion about what is involved in co-regulation, with an emphasis on how to show, tell and practice together with our children. Melissa also highlights the importance of “rupture and repair,” describing how we can admit our mistakes at those times when we get it wrong with our kids (as we all do!), say we are sorry and tell our child what we will try to do differently the next time.

 

❉ PROMOTING SELF-REGULATION IN CHILDREN: THE IMPORTANCE OF REGULATORY PARTNERS. Most parents can recall a moment when their child threw a tantrum. Perhaps they were frustrated that they didn’t get what they wanted and fell to the floor screaming or crying? Or, maybe they missed a nap and simply couldn’t handle what was being asked of them? Regardless of the situation, a tantrum may be a perfectly normal response in early childhood, but in time, a child needs to learn healthier ways to express and cope with their emotions. This is called self-regulation. Occupational therapist and health coach, Kate Biederman, from St. David’s Center for Child and Family Development shares how you can join your child in the process of building self-regulation by partnering with them as they begin to develop the skills they need to be happy and healthy. Walk away with a clear understanding of the three big tasks of regulatory partners and tips for implementing these at different ages and stages. You won’t want to miss this in-depth discussion on self-regulation.

 

❉ HELPING CHILDREN WITH ASD IMPROVE REGULATION AND FOCUS AT HOME AND SCHOOL: A CONVERSATION WITH KATE BIEDERMAN FROM ST. DAVID’S CENTER FOR CHILD & FAMILY DEVELOPMENT. As occupational therapist Kate Biederman describes in this Mom Enough episode, some children respond well to deep touch, while others find that aversive. Many children feel calm after they engage in what Kate calls “heavy work,” which includes climbing on a jungle gym or jumping on a mini-tra...