Self-Regulation and Well-Being
Self-Regulation and Well-Being – “Children learn about emotions and feelings and how to adapt to new situations. The goal is for children to develop an understanding of how they best focus and learn, to respect themselves and others and to promote well-being in themselves and in others. This gives them a strong foundation for life.”
What does it look like at home? – This is probably the most important frame for families to be working on during the pandemic - the change in everyone’s routine, having to quarantine at home has many adults stressed out; it is that much more difficult for young children who don’t fully understand what is happening and why. All that they know is that things have changed, they can’t see their friends and the adults in their lives are stressed out. Use this time to find ways to focus on the well-being of your whole family. Self-regulation is not about self-control but about identifying those things in our lives that act as stressors and things that help us remain calm and focused. Maybe try a few of these activities as a family.
Activities
● Paint Rocks
While on a walk or in the backyard you can look for different rocks with your child. Have them pick out rocks that interest them. If the rock is bigger it will be easier to paint. During the exploration phase, ask your child questions on what they notice and what attracts them to certain rocks. When rocks have been chosen, have your child wash and dry the rocks before painting them. Once prepared, the child can begin painting and expressing themselves creatively. If you have a garden or a space to place the rocks, you can display their new art where they can reflect on the work they put into this project
● Cosmic Yoga
This youtube channel includes a variety of yoga, fitness, and mindfulness videos. This is a great way for your child to stay active and to practice different forms of movement. In addition, the meditation and mindfulness videos help children learn how to self-regulate and understand how to calm themselves when they feel overwhelmed or stressed. You can click the title above and it will bring you directly to the website.
● Make an Obstacle Course
Creating and participating in obstacle courses is a great way to explore materials, express creativity, engage in physical education, and create fun challenges. For this activity you can use anything and everything that is around the house or outside to create challenges for yourself and your child. Have them build the obstacles courses alongside you and listen as they piece different elements together. This activity can also promote mathematics as the child explores different materials, creates patterns, and uses different forms of measurement to organize the obstacle courses. Click the title above for more ideas.
Nature Sensory Bin
Sensory bins are a great way for children to play with different materials, as well as develop fine motor skills. This activity can be done by looking through your backyard by gathering a variety of different sized, shaped, and textured materials. Afterwards, grab a large container, or box, and place the different materials in the box. Finally, allow your child to explore and use imaginative play when engaging with the different materials. You can use different materials as the ‘base’, such as oatmeal, rice, sand, water, etc. By differentiating the base of the sensory bin, it will create new avenues for learning. This is a great activity because it can be done inside, or outside, and it helps promote self-regulation as children play alone, or with others.
Overall Expectations:
1. communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts.
2. demonstrate independence, self regulation, and a willingness to take responsibility in learning and other endeavours.
4. demonstrate an ability to use problem solving skills in a variety of contexts, including social contexts.
6. demonstrate an awareness of their own health and well-being.
14. demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings.
17. describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects, through investigation.
Outdoor Loose Parts Play
This activity is super simple and can be done anywhere outside with any materials desired. Loose parts play is a great way for children to use their imagination, work on fine motor skills, and explore different materials. Begin by gathering different items around the house, or outside, and then bring them outside for your child to begin imaginative play. This is a great way to engage in play with your child, and see what ideas and themes they explore with the different items. Allow your child to lead the play, and encourage them by asking questions that promote imaginative play.
Overall Expectations:
1. communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts.
2. demonstrate independence, self regulation, and a willingness to take responsibility in learning and other endeavours.
4. demonstrate an ability to use problem solving skills in a variety of contexts, including social contexts.
8. develop movement skills and concepts as they use their growing bodies to move in a variety of ways and in a variety of contexts.
14. demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings.
17. describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects, through investigation.
● Kindergartern Expectations:
○ (1) Communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts.
○ (13) Use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating).
○ (14) Demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings.
○ (23) Use problem-solving strategies, on their own and with others, when experimenting with the skills, materials, processes, and techniques used in drama, dance, music, and visual arts.
○ (24) Use technological problem-solving skills, on their own and with others, in the process of creating and designing (i.e., questioning, planning, constructing, analysing, redesigning, and communicating).
○ (28) Demonstrate an awareness of their surroundings.
○ (30) Demonstrate an awareness of themselves as dramatists, actors, dancers, artists, and musicians through engagement in the arts.
(31) Demonstrate knowledge and skills gained through exposure to and engagement in drama, dance, music, and visual arts.
● Kindergarten Expectations:
○ (6) Demonstrate an awareness of their own health and well-being.
○ (7) Participate actively and regularly in a variety of activities that require the application of movement concepts.
○ (8) Develop movement skills and concepts as they use their growing bodies to move in a variety of ways and in a variety of contexts.
○ (21) Express their responses to a variety of forms of drama, dance, music, and visual arts from various cultures and communities.
○ (25) Demonstrate a sense of identity and a positive self-image.
○ (30) Demonstrate an awareness of themselves as dramatists, actors, dancers, artists, and musicians through engagement in the arts.
○ (31) Demonstrate knowledge and skills gained through exposure to and engagement in drama, dance, music, and visual arts.
● Kindergarten Expectations:
○ (1) Communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts.
○ (3) Identify and use social skills in play and other contexts.
○ (4) Demonstrate an ability to use problem solving skills in a variety of contexts, including social contexts.
○ (6) Demonstrate an awareness of their own health and well-being.
○ (8) Develop movement skills and concepts as they use their growing bodies to move in a variety of ways and in a variety of contexts.
○ (13) Use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating).
○ (14) Demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings.
○ (16) Measure, using non-standard units of the same size, and compare objects, materials, and spaces in terms of their length, mass, capacity, area, and temperature, and explore ways of measuring the passage of time, through inquiry and play-based learning.
○ (17) Describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects, through investigation.
○ (18) Recognize, explore, describe, and compare patterns, and extend, translate, and create them, using the core of a pattern and predicting what comes next.
○ (20) Apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts
○ (22) Communicate their thoughts and feelings, and their theories and ideas, through various art forms.
○ (23) Use problem-solving strategies, on their own and with others, when experimenting with the skills, materials, processes, and techniques used in drama, dance, music, and visual arts.
○ (24) Use technological problem-solving skills, on their own and with others, in the process of creating and designing (i.e., questioning, planning, constructing, analysing, redesigning, and communicating).
○ (25) Demonstrate a sense of identity and a positive self-image.
○ (28) Demonstrate an awareness of their surroundings.
○ (30) Demonstrate an awareness of themselves as dramatists, actors, dancers, artists, and musicians through engagement in the arts.
Outdoor Flower Art
Have your child begin by collecting different types of flowers and plants outside. Make sure to remind them that it is important to be respectful of nature, and to encourage them to grab materials that are already plucked. Once the materials are gathered, have your child create a design, pattern, or picture with the natural materials. There are infinite possibilities with this, and I would encourage you to have your child try out different styles and designs. By having your child practice respect towards plants and flowers, you are teaching them about the roles that nature plays in life, and that if we are taking something from the Earth, we need to respect and thank it for that.
Overall Expectations:
1. communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts.
2. demonstrate independence, self regulation, and a willingness to take responsibility in learning and other endeavours.
6. demonstrate an awareness of their own health and well-being.
13. use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating.
22. communicate their thoughts and feelings, and their theories and ideas, through various art forms.
28. demonstrate an awareness of their surroundings.
29. demonstrate an understanding of the natural world and the need to care for and respect the environment.
