3. Supports for coping and competence
People who work with young children and families encounter a wide variety of children’s regulatory matters. Knowing how children acquire self-regulation, executive function and resilience in the early years helps adults to develop appropriate supports and environments in which young children can learn to cope and thrive with social expectations, emotional challenges, and novel situations.
Dr. Charles Nelson, professor of Pediatrics and Neuroscience at Harvard Medical School, describes the concept of: “expectant environment” – that babies are born expecting their needs to be taken care of in a sensitive, consistent way without being pressured or over-stimulated. Based on the science, Nelson has this recommendation for parents who want their children to cope and be competent.
The COVID-19 pandemic presented challenges for children, families and those working with young children. Dr. Leslie Roos, at the University of Manitoba, highlights some of the changes experienced by a whole generation of children exposed to the pandemic. In the second video, Dr. Roos shares important strategies ECEs can use to help address these concerns.
In your experience, how has the pandemic impacted children’s ability to self-regulate, manage their emotions, or get along with others?
What strategies can you use to support children’s social competence?
In the next video, Dr. Stuart Shanker, distinguished research professor emeritus at York University, describes how the work being done with parents can be applied to educators working with groups of children. Specifically, Shanker and colleagues are translating what they have learned about play and self-regulation from the lab, into the early childhood education practices. Watch as Shanker describes the transformation for children and teachers alike.
How does Shanker describe a group of children who are calmly focused and alert – level four on the self-regulation continuum?
How do educators benefit when they pay attention to children’s self-regulation?
