MOVING UP!
Families, schools and the community cooperate to support each child’s moving up! in grade level from pre-kindergarten through third grade. By focusing on transitions between the early grades, we can help each child be off to a great start on the path towards lifelong learning and success.
Early Learning Transition Model Team
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Self-Regulation = School Success Magic
What is self-regulation and why does it matter?
The Santa Clara County First 5 I’m Ready for Kindergarten handbook defines self-regulation as “the ability to control your own behavior and emotional responses”. Recent research by Megan McClelland, Ph.D. and her team out of Oregon State University has suggested that with regular practice, self-regulation and self-control can be improved upon and that it can make a big difference later on in school readiness and overall school success.
So what does self-regulation look like?
The I’m Ready for Kindergarten booklet explains that socially and emotionally:
I’m ready when…
Dr. McClelland further elaborates that self-regulation includes paying attention, following directions, remembering rules, and demonstrating self-control.
How can I teach self-regulation?
Games! Because practice makes perfect! Check out the games listed in the right hand sidebar - these were developed by Dr. McClelland and her team as part of her research* and were designed to help children practice paying attention, following directions, remembering rules and demonstrating self-control. Children who played these games showed measurable improvement in self-regulation. A common element in all of these games is the changing of instructions mid-way through the game from the usual method of play (for example first dancing slowly to slow music and then dancing quickly to slow music). These instructional changes require the children to pay close attention to the new instructions and be mindful in their responses. This easy adaptation can be implemented in a lot of different games that parents/teachers and young children play. Try these fun games and invent some of your own!
* Tominey, S. L., & McClelland, M. M. (2011). Red Light, Purple Light: Findings from a randomized trial using circle time games to improve behavioral self-regulation in preschool. Early Education & Development, 22(3), 489 - 519.
The Santa Clara County First 5 I’m Ready for Kindergarten handbook defines self-regulation as “the ability to control your own behavior and emotional responses”. Recent research by Megan McClelland, Ph.D. and her team out of Oregon State University has suggested that with regular practice, self-regulation and self-control can be improved upon and that it can make a big difference later on in school readiness and overall school success.
So what does self-regulation look like?
The I’m Ready for Kindergarten booklet explains that socially and emotionally:
I’m ready when…
- I talk to adults and ask for help.
- I take turns, share and help others.
- I try new activities and ask questions.
- I stay focused and pay attention for 10-15 minutes at a time.
- I follow one and two-step directions.
- I work and play both independently and in a group.
- I use imagination games to practice resolving conflicts or to prepare for new activities.
- I have coping strategies for when I am frustrated, angry or sad.
Dr. McClelland further elaborates that self-regulation includes paying attention, following directions, remembering rules, and demonstrating self-control.
How can I teach self-regulation?
Games! Because practice makes perfect! Check out the games listed in the right hand sidebar - these were developed by Dr. McClelland and her team as part of her research* and were designed to help children practice paying attention, following directions, remembering rules and demonstrating self-control. Children who played these games showed measurable improvement in self-regulation. A common element in all of these games is the changing of instructions mid-way through the game from the usual method of play (for example first dancing slowly to slow music and then dancing quickly to slow music). These instructional changes require the children to pay close attention to the new instructions and be mindful in their responses. This easy adaptation can be implemented in a lot of different games that parents/teachers and young children play. Try these fun games and invent some of your own!
* Tominey, S. L., & McClelland, M. M. (2011). Red Light, Purple Light: Findings from a randomized trial using circle time games to improve behavioral self-regulation in preschool. Early Education & Development, 22(3), 489 - 519.
Early Edge for Early Learner
Early Edge California (previously Preschool California) is an advocacy organization working to make a difference in the lives of our youngest learners. They are focused on helping California’s children, families, teachers and communities to improve social and educational outcomes. Visit their site today to learn more about their work in Birth through Third Grade Alignment, Infants and Toddlers, Kindergarten Readiness, Transitional Kindergarten and to see how you can get involved.
Early Learning Transition Model ~ Generously funded by the Heising-Simons Foundation 2012-2013
Early Learning Transition Model ~ Generously funded by the Heising-Simons Foundation 2012-2013
Transition to Kindergarten Form
Early Educators do your Part!
Download this form for your children who will be heading off to Milpitas Unified School District Transitional Kindergarten and Kindergarten this fall. Read the full cover letter here to understand the rationale and the submittal process. Open lines of communication are good for us all!
Download this form for your children who will be heading off to Milpitas Unified School District Transitional Kindergarten and Kindergarten this fall. Read the full cover letter here to understand the rationale and the submittal process. Open lines of communication are good for us all!
Mix-It-Up Games!
Try these games today with your child or class - a fun way to work on following directions and practicing self-control!
Red Light, Purple Light
Like the traditional “Red Light, Green Light”, the teacher acts as a “stop light” by standing at the opposite end of the room from the children. The “stop light” holds up different colors to represent stop and go. Use different colors, such as purple for “go” and orange for “stop” and then do the opposite.
The Freeze Game
Children and teachers dance to music. When the teacher stops the music, everyone freezes in place. Use slow and fast songs and have the children dance slowly to slow songs and quickly to fast songs. Once the children master these skills, have the children try moving to opposite cues: dance quickly to the slow songs and slowly to the fast songs!
Cooperative Freeze
An adaptation of the Freeze Game; when the music stops, the children have to find a mat to stand on and freeze. Teachers then remove mats so that children have to cooperate with one another to find a space for everyone on fewer mats.
Sleeping, Sleeping, All the Children are Sleeping
Children pretend to sleep when the circle leader sings, “Sleeping, sleeping, all the children are sleeping.” Once children are pretending to sleep, the circle leader says, “And when they woke up… they were [monkeys]!” Children wake up and pretended to act like monkeys. The circle leader then repeats the song and suggests other animals. Children who are pretending to sleep are called on to give suggestions for other animals.
You can make this more complicated by showing 3 different colored circles (ex: red, blue, purple). On the red circle have a picture of a snake, on the blue circle have a picture of a butterfly and have no animal pictured on the purple circle. When it is time to wake up, the circle leader points to one of the circles and the children act out the animal on that circle. Pointing to the purple circle (the circle with no picture) allows the leader to choose any animal. After a few rounds, you can remove the pictures and children have to remember what animal was on each circle.
Conducting an Orchestra
Every child has a musical instrument. The circle leader uses a drum stick as a conducting baton. When the conductor waves the baton, the children play their instruments. When the conductor puts the baton down, the children stop playing their instruments. Children play their instruments quickly when the baton moves quickly and slowly when the baton moves slowly. Children are then asked to respond to the opposite cues. For example, when the conductor waves the baton, the children stop playing their instruments and when the conductor sets the baton down, the children play their instruments.
Drum Beats
Teachers uses drum beats to represent different actions that children can do while sitting (e.g., clapping or stomping) or while moving around the room (e.g., walking or dancing). For example, children walk quickly to fast drumming, slowly to slow drumming, and freeze when the drumming stops. Teachers also ask children to respond to opposite cues (walk slowly to fast drum beats and quickly to slow drum beats). Teachers may also associate different actions with specific drum cues. For example, slow drumming can mean stomping feet and fast drumming can mean jumping jacks.
♥ A big thanks to Dr. McClelland and team* for providing us with these self-regulation practicing games!
Red Light, Purple Light
Like the traditional “Red Light, Green Light”, the teacher acts as a “stop light” by standing at the opposite end of the room from the children. The “stop light” holds up different colors to represent stop and go. Use different colors, such as purple for “go” and orange for “stop” and then do the opposite.
The Freeze Game
Children and teachers dance to music. When the teacher stops the music, everyone freezes in place. Use slow and fast songs and have the children dance slowly to slow songs and quickly to fast songs. Once the children master these skills, have the children try moving to opposite cues: dance quickly to the slow songs and slowly to the fast songs!
Cooperative Freeze
An adaptation of the Freeze Game; when the music stops, the children have to find a mat to stand on and freeze. Teachers then remove mats so that children have to cooperate with one another to find a space for everyone on fewer mats.
Sleeping, Sleeping, All the Children are Sleeping
Children pretend to sleep when the circle leader sings, “Sleeping, sleeping, all the children are sleeping.” Once children are pretending to sleep, the circle leader says, “And when they woke up… they were [monkeys]!” Children wake up and pretended to act like monkeys. The circle leader then repeats the song and suggests other animals. Children who are pretending to sleep are called on to give suggestions for other animals.
You can make this more complicated by showing 3 different colored circles (ex: red, blue, purple). On the red circle have a picture of a snake, on the blue circle have a picture of a butterfly and have no animal pictured on the purple circle. When it is time to wake up, the circle leader points to one of the circles and the children act out the animal on that circle. Pointing to the purple circle (the circle with no picture) allows the leader to choose any animal. After a few rounds, you can remove the pictures and children have to remember what animal was on each circle.
Conducting an Orchestra
Every child has a musical instrument. The circle leader uses a drum stick as a conducting baton. When the conductor waves the baton, the children play their instruments. When the conductor puts the baton down, the children stop playing their instruments. Children play their instruments quickly when the baton moves quickly and slowly when the baton moves slowly. Children are then asked to respond to the opposite cues. For example, when the conductor waves the baton, the children stop playing their instruments and when the conductor sets the baton down, the children play their instruments.
Drum Beats
Teachers uses drum beats to represent different actions that children can do while sitting (e.g., clapping or stomping) or while moving around the room (e.g., walking or dancing). For example, children walk quickly to fast drumming, slowly to slow drumming, and freeze when the drumming stops. Teachers also ask children to respond to opposite cues (walk slowly to fast drum beats and quickly to slow drum beats). Teachers may also associate different actions with specific drum cues. For example, slow drumming can mean stomping feet and fast drumming can mean jumping jacks.
♥ A big thanks to Dr. McClelland and team* for providing us with these self-regulation practicing games!
