Self-Regulation PRESENTATION

Executive Funtion

andSelf-Regulation

What is Executive Funtion?

Executive Function refers to a set of cognitive skills that help us to stay focused, plan ahead, meet goals, carry out multi-step tasks, stay on track even when distracted. Executive function skills help our brains to prioritise tasks, filter distractions and control impulses. We are not born with executive functions skills but with the capacity to learn them.

Self-Regulation

Being able to self-regulate helps children to learn, get along with others, behave well and become independent.

Executive function and self-regulation skills depend on three types of brain function: working memory, mental flexibility, and self-control. These functions are highly interrelated, and the successful application of executive function skills requires them to operate in coordination with each other.

5 Minute Activity

In Pairs

Make a list of 5 times you think a child would need to use self-regulation skills

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Share and discuss

Join up with another pair, share your list, do you have anything different?

Self-Regulation

Self regulation is the ability to manage our own energy states, emotions, behaviours and attention in ways that are socially acceptable. Self regulation skills enable us to understand, monitor and control our own behaviour and adjust the way we behave according to where we are and what we are doing. It helps us to carry out daily tasks, to develop social relationships, concentrate, preserve and learn. Dysregulation occurs when we are unable to recognize and manage our emotions. We are not born with self-regulation skill; learning to self regulate is an age and stage developmental process and forms part of resilience. How can we help our children?

How Can We Help Children?

Think of each child as unique

What are their motivations?

What are their likes and dislikes?

What are they good at?

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Who and what do they choose to play with?

What do they struggle with?

What is their learning style?.

What challenges them?

Getting a full picture of the child

• Direct observations of the child
• Conversations with parents and carers
• Reflecting with colleagues
• Sharing ideas
• 1:1 interactions with child

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What Children Need

To be heard and have feelings validated

Adults who communicate and interact in a calm, constant, and gentle manner

Time for child-initiated play

Adults who provide a positive role model and manage their own emotions

To learn how to recognise and name their feelings and strategies for managing them

Predictable routines

The space to practice

Clear and fair boundaries

Feedback from adults

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Self-Regulation 3

Reflective Activity

Introduction to Zones Of Regulation

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Zones of Regulation

• A Social Emotional Program widely used in the UK Primary schools
• Helps foster self-regulation skills
• Framework and curriculum based around the use of 4 colours
• Helps children self-identify how they feel and feel comfortable in recognising feelings
• Early Years settings use a simplified version to help children recognise connection between physical reactions and core emotions

https://zonesofregulation.com/

Using the zones in class

• Infused in the learning environment
• Consistent throughout year groups
• Whole school approach to supporting self-regulation and behaviour
• Children become familiar with the language and gain confidence in managing own feelings
• Replaces older style classroom management

Getting Started

• Start by validating children's feelings and co-regulating
• No zone is right or wrong, they are all ok
• Positive reinforcement and encouragement to empower the children

• Spend time identifying body language and facial expressions for each zone
• Use the Colour monster or similar stories and resources to introduce children to the langauge of feelings
• Have visual prepared around the classroom

For ideas and inspiration of how to impliment the zones of regulation in your classroom click here!