When observing preschoolers complete complex motor tasks, you may observe an increase in motor activation displayed as extraneous movements in body parts not actively involved in the current task. These extraneous movements are sometimes called motor overflow, mirror movements or associated movements. Perceptual and Motor Skills published research examining what is associated with motor overflow in preschool children. The study participants included 476 preschool children (average age: 3.88 years). Three assessments were completed on each preschooler. Contralateral associated movements (motor overflow)were measured with the Zurich Neuromotor Assessment (i.e. pegboard, alternating finger/hand movements and timed finger tasks). Inhibitory motor control was measured with the statue motor persistence subtest of the Neuropsychological Assessment for Children – children have to stand still with eyes closed with occasional distractions. Cognitive functioning was assessed with the Intelligence and Development Scales–Preschool.
The results indicated the following:
a significant relationship between contralateral associated movements and motor persistence, selective attention, and visual perception which are all related to overall executive functioning.
the intensity of the contralateral associated movements correlated with inhibitory control problems in preschoolers.
no significant relationship between contralateral associated movements intensity and visuospatial working memory and figural reasoning.
The researchers concluded that this association of contralateral associated movements and lack of inhibitory control in younger, healthy, typically developing children requires further longitudinal studies and studies to identify motor overflow with specific neurodevelopmental disorders for early detection.
Reference: Kakebeeke, T. H., Messerli-Bürgy, N., Meyer, A. H., Zysset, A. E., Stülb, K., Leeger-Aschmann, C. S., … & Munsch, S. (2017). Contralateral Associated Movements Correlate with Poorer Inhibitory Control, Attention and Visual Perception in Preschool Children. Perceptual and motor skills, 124(5), 885-899.
Yoga has been shown to have a significant effect on self-regulation in preschool children. Read more here.
Yoga Moves: Incorporating yoga into your therapy routine or your classroom movement breaks has the benefits of increasing focus, concentration, working memory, body awareness, executive function and self-regulation.
These yoga cards can be hung on the wall of a therapy room, sensory room, or classroom and they can be used as cards you can pull out for a yoga breaks. The cards include visual pictures and do not include written descriptions to complete the poses. FIND OUT MORE.
Executive Functions, Motor Abilities and Daily Functioning in Children
The Journal of Occupational Therapy, Schools and Early Intervention published research on the contribution of executive functions beyond motor ability to the participation in daily life activities of children. The participants included 22 children (5–6 years old) who received occupational therapy services and 22 typically developing peers (5-6 years old). Each child was evaluated with motor and executive functions’ tests and their parents completed the Children Participation Questionnaire. After controlling for motor ability, inhibitory control was the significant contributor to the child’s participation. An interaction effect of motor ability and inhibitory control significantly predicted the child’s independence level in participation. Supporting the inhibitory control ability of young children with motor difficulties may be a pathway for achieving our ultimate goal to enable and promote children’s participation.
Data analysis after controlling for motor ability indicated the following:
inhibitory control was the significant contributor to the child’s participation.
there was an interaction effect of motor ability and inhibitory control which significantly predicted the child’s independence level in participation.
Inhibitory control is the ability of children to control their impulses in situations to select a more appropriate response in order to achieve the end goal. The researchers concluded that addressing the inhibitory control ability of young children with motor difficulties may promote children’s participation.
Reference: Rosenberg, L., Jacobi, S., & Bart, O. (2017). Executive functions and motor ability contribute to children’s participation in daily activities. Journal of Occupational Therapy, Schools, & Early Intervention, 1-12.
Play games that encourage children to practice inhibitory control like Simon Says.
This digital download includes 68 body position cards (full page), 13 Simon Says Stop cards and 25 game ideas to use with the Simon Says cards. It also includes all the 81 picture cards in a smaller size (2.5″ by 3.25″ – nine cards to one page). Print the cards or play the Simon Says game using the electronic PDF on a screen or a tablet. This activity encourages body awareness, bilateral coordination, motor planning and following directions. FIND OUT MORE.
Self regulation is the ability to tolerate sensations, situations and distress and form appropriate responses. Simply stated, it is the ability to control emotions, thinking, behavior and motor actions in different situations.Here are the many different strategies,
Here are the many different strategies, tips and resources that Your Therapy Source has provided over the years all compiled in one location. Think of it as the ultimate guide to self regulation in children.
Self Regulation Games for Children – Megan McClelland, Ph.D., Associate Professor Human Development and Family Sciences, and her student, Shauna Tominey, have allowed us to share the activities that they are working on developing to facilitate self regulation skills.
Self Regulation as a Predictor of Academic Abilities – Children with higher levels of self regulation in the beginning of the school year achieved higher scores in reading, vocabulary, and math at the end of the school year. The researchers concluded that improving self regulation in children can improve academic achievement and behavioral responses.
Aerobic Exercise Improved Self Regulation and Behavior – The results indicated that following the aerobic intervention phase, children experienced 32% to 51% lower odds of poor self-regulation and learning-inhibiting disciplinary time out of class.
Self Regulation Skills Curriculum Move, Work, Breathe – This curriculum provides an effective, time-efficient structured system to provide classroom breaks, improve self-awareness and self advocacy and teach specific self-regulation skills so that kids have tools to use in their classrooms. This system will get kids moving, give them the benefits of a brain power boost [from getting their heart rate up], give them heavy work and isometrics to help them calm down, and help them learn techniques to quiet and control their bodies in order to return to their academic work.
Fun Games to Practice Self Regulation Skills (No Equipment Needed) – Playing games help children to practice and learn self regulation! Think about it. Playing games help us to learn to: wait, follow rules and to tolerate losing. Here are 10 FUN games that require no preparation or equipment to practice and learn self regulation skills
Self Regulation Skills at School – Students are expected to control their actions in large group settings, small groups, transitions, independent work time, recess, the lunchroom and more. When students struggle in the area of self regulation it can result in loss of instructional time due to unacceptable behaviors.
Yoga and Self Regulation for Older Students – The results indicated that the students who participated in mindful yoga demonstrated significant increases in both global and long-term self-regulation compared to the control group of students. There were no significant changes in short-term self-regulation.
Self Regulation, Yoga, and Preschoolers – The assessments showed significant effects of the mindful yoga intervention on all three indices of self-regulation.
Self Regulation and Obesity – The children who exhibited a decrease in the ability to self regulate had the highest BMI and the most rapid weight gain.
Group Games to Help with Self Regulation – More and more research indicates that children with strong self regulation skills in preschool and kindergarten do significantly better on math, reading and vocabulary skills. In addition, children who lack self regulation exhibit excessive weight gain. Here are 3 group games to help children develop self regulation skills. These activities work great for indoor recess ideas or for a quick brain break!
Self Regulated Strategy Development– Self regulated strategy development (SRSD) is an instructional model to teach writing strategies to students. SRSD has been researched and shown to result in significant and meaningful improvements in writing knowledge, writing quality, writing approach, self-regulation skills, and motivation.
Mindfulness Activities for Young Children – Research indicates that mindfulness techniques in school aged children can help to improve: sense of wellbeing, ability to focus, relaxation and self regulation.
Watch a video explaining the importance of self regulation skill development in children and how you can help.
Here are some additional suggestions using video to help with self regulation skills if you are working on:
Self regulation skills help children to control emotions, thinking, behavior and motor actions in different situations. Throughout the day, children need the ability to tolerate sensations, situations and form appropriate responses. It requires that children control their impulses to stop doing something if needed and to participate in something even if the children does not want to do it. For example, children need self regulation skills to control an impulse to move all around the auditorium during an assembly and they need to sit and watch the assembly even if they are not highly interested in the presentation. Research indicates that self regulation in children is a predictor of academic abilities. Children with higher levels of self regulation have achieved higher scores in reading, vocabulary and math. In addition, some research has shown that the ability for young children to self regulate is associated with higher, future education levels. The ability to self regulate is an extremely important skill that needs to be taught to children.
And guess what? Playing games help children to practice and learn those skills! Think about it. Playing games help us to learn to: wait, follow rules and to tolerate losing. Here are 10 FUN games that require no preparation or equipment to practice and learn self regulation skills:
Red Light, Green Light – kids move on the green light and stop on the red light. Don’t get caught moving on the red light.
Mother May I – one child is the leader. The rest of the children ask: “Mother May I take….” a certain amount of steps, hops, jumps or leaps to get to the leader. The leader approves or disapproves.
Freeze Dance – turn on music. When music stops children have to freeze.
Follow My Clap – The leader creates a clapping pattern. Children have to listen and repeat.
Loud or Quiet – Children have to perform an action either loud or quiet. First pick an action i.e. stomping feet. The leader says Loud and the children stomp feet loudly.
Simon Says – Children have to perform an action only when the leader says “Simon Say do…”. For example, if the leader says “Simon Says touch your toes” and all the children touch their toes. If the leader says “Touch your toes”, no one should touch their toes.
Body Part Mix Up – The leader will call out body parts for the children to touch. For example, the leader calls out “knees” and the children touch their knees. Create one rule to start. Each time the leader says “head” touch your toes instead of your head. This requires the children to stop and think about their actions and to not just react. The leader calls out “knees, head, elbow”. The children should touch their knees, TOES and elbow. Continue practicing and adding other rules to change body parts.
Follow the Leader – The leader performs different actions and the children have to follow the actions exactly.
Ready, Set, Wiggle – The leader calls out Ready…Set…Wiggle and everyone wiggles their bodies. The leader calls out Ready…Set…Watermelon. No one should move. Leader calls out Ready…Set…Wigs. No one moves. Leader calls out Ready…Set…Wiggle. Everyone wiggles again. You can change this to whatever wording you want. The purpose is to have the children waiting to move until a certain word is said out loud.
Color Moves – Explain to the children that they will walk around the room. They are to move based on the color paper you are holding up. Green paper means walk fast, yellow paper means regular pace and blue paper means slow motion walking. Whenever you hold up a red paper they stop. Try different locomotor skills – running in place, marching, jumping, etc.
Self- Regulation Skills Taught: This curriculum provides an effective, time-efficient structured system to provide classroom breaks, improve self-awareness and self advocacy and teach specific self-regulation skills so that kids have tools to use in their classrooms. This system will get kids moving, give them the benefits of a brain power boost [from getting their heart rate up], give them heavy work and isometrics to help them calm down, and help them learn techniques to quiet and control their bodies in order to return to their academic work. FIND OUT MORE.
These two activities from the Emotions Packet encourage various visual motor skills, fine motor skills, handwriting and sensory input to help children express and understand emotions. The first activity page, I FEEL HAPPY, the child has to draw a happy face, circle all of the happy faces, draw things that make the child feel happy and write when the child feels happy. The second activity page helps the child to calm down. The child can take a deep breath, roll a small piece of play dough into a ball, place it on a number and squash the play dough. Repeat ten times. Both of the activities are from the Emotions packet.
Emotions Packet: This Emotions Packet includes 5 activities that encourage fine motor skills, copying, visual motor skills and finger strengthening: Emotion match up, One Big Family, Cool Your Emotions, Smash the Emotion and Match the Emotions. The worksheets explore 10 different feelings by drawing and writing about feelings. FIND OUT MORE INFORMATION
To begin to help children improve self control and focus, start at an early age following some of these suggestions to help children:
Step 1: Determine what helps the child maintain self control and focus. Observe very closely at school and at home, when is the child able to stay focused and exhibit self control. Collect data if necessary to investigate the precursors to when a child is able to maintain self control better than others.
Step 2: Use the approach from what you learned in step 1 to help the child to stay calm and focus. For example, maybe it is when the child works in a quiet area or perhaps it is when the child is able to stand up and work or maybe it is when children are able to express their emotions. Use the strategies right away to establish an environment that makes it easier for the child to maintain self control. If the teacher, parent, therapist or the child is able to figure out exactly what helps them to stay in control and focused, then the child is able to take the initiative to manage his/her own self control. When the child does succeed, recognize his/her efforts.
Step 3: Incorporate the skills into the child’s everyday routine. Help the child to carry out these strategies throughout the day to assist him/her to stay in control and focused.
Overall, the goal is to use the techniques that the child already has for self regulation and infuse them throughout the day to maintain self control and focus.
Reference: Galinsky, E. (2010) Mind in the Making. NY, NY. Harper Studio.
Self- Regulation Skills Taught: This curriculum provides an effective, time-efficient structured system to provide classroom breaks, improve self-awareness and self advocacy and teach specific self-regulation skills so that kids have tools to use in their classrooms. This system will get kids moving, give them the benefits of a brain power boost [from getting their heart rate up], give them heavy work and isometrics to help them calm down, and help them learn techniques to quiet and control their bodies in order to return to their academic work. FIND OUT MORE.
Are you ready to work? Are You Ready To Work Clip Chart helps students to identify their state of regulation and ability to learn using visual supports. Each color category represents different emotions or levels of alertness. The students can decide how they are feeling and clip the clothes pin to the correct color. The chart provides students with a visual representation for self regulation.
The colors represent the following:
BLUE – Tired, Bored, Sick or Sad
GREEN – Calm, Focused or Ready to Learn
YELLOW – Wiggly, Upset or High Energy
RED – Mad, Angry or Out of Control
You can download your free clip chart when you subscribe below. You will be directed to the download page after you enter your email.
Check out the Self Regulation Curriculum for an effective, time-efficient structured system to provide classroom breaks, improve self-awareness and self advocacy and teach specific self-regulation skills so that kids have tools to use in their classrooms. This system will get kids moving, give them the benefits of a brain power boost [from getting their heart rate up], give them heavy work and isometrics to help them calm down, and help them learn techniques to quiet and control their bodies in order to return to their academic work. Find out more information.
Are you looking to encourage students to improve self regulation skills and maintain classroom expectations? This free self assessment checklist will help students gain independence in school. This checklist helps children:
to understand what behaviors are expected of them.
how to succeed in the classroom.
to reflect on those behaviors during class time.
Students can refer to the checklist throughout classroom work to check in on their organizational skills, state of regulation, focus, effort, and behavior in class.
How to use this checklist:
Print it out full size, half page or 4 to a page.
Review the checklist and expectations with the student.
Confirm understanding of the student.
Provide the student with the checklist for during class time.
The student can write his/her name and date at the top.
The student can periodically refer to the checklist to self check and confirm he/she is ready to work.
The student can put a check mark in the box if the reminder is being accomplished.
When the task is completed, the student can record his/her score out of 6 points.
BONUS – student generated data collection on his/her goals! Enter your email below to download the FREE Ready To Work Checklist.
The student can keep track of the data using My Goal Tracker. This is an electronic book of data collection forms for students to track their own progress. The student can track his/her goals over time, by monitoring the skills over the course of a day, week, month or quarter. Find out more information.
Move~Work~Breathe is a self-regulation curriculum designed by a school based occupational therapist, Thia Triggs. This curriculum provides an effective, time-efficient structured system to provide classroom breaks, improve self-awareness and self advocacy and teach specific self-regulation skills so that kids have tools to use in their classrooms. This system will get kids moving, give them the benefits of a brain power boost [from getting their heart rate up], give them heavy work and isometrics to help them calm down, and help them learn techniques to quiet and control their bodies in order to return to their academic work. FIND OUT MORE.
The Journal of Physical and Occupational Therapy in Pediatrics published observational research on self regulation skills and developmental coordination disorder (DCD). The study included 15 children, with and without DCD and examined the differences in children’s use of self-regulatory and metacognitive skill during motor learning. The self regulatory behavior of the participants was observed using a quantitative coding scheme and qualitative analysis of video-recorded sessions. Data analysis indicated that children with DCD:
exhibited less independent and more ineffective self-regulatory skills during motor learning than their typically developing peers.
relied more heavily on external support for effective regulation.
were more likely to exhibit negative patterns of motivational regulation.
The researchers concluded that children with DCD experience difficulty effectively self-regulating motor learning.
Reference: Sangster Jokić, C. A., & Whitebread, D. (2016). Self-Regulatory Skill Among Children with and without Developmental Coordination Disorder: An Exploratory Study. Physical & occupational therapy in pediatrics, 1-21.
Move~Work~Breathe is a self-regulation curriculum designed by a school based occupational therapist, Thia Triggs. This curriculum provides an effective, time-efficient structured system to provide classroom breaks, improve self-awareness and self advocacy and teach specific self-regulation skills so that kids have tools to use in their classrooms. This system will get kids moving, give them the benefits of a brain power boost [from getting their heart rate up], give them heavy work and isometrics to help them calm down, and help them learn techniques to quiet and control their bodies in order to return to their academic work. FIND OUT MORE INFORMATION.
Self regulation skills at school require the ability to tolerate sensations, situations and distress and form appropriate responses. Simply stated, it is the ability to control emotions, thinking, behavior and motor actions in different situations. In children, self regulation matures just like other developmental processes. Children get older and learn to think before they act. Research indicates that self regulation in children is a predictor of academic abilities. Children with higher levels of self regulation have achieved higher scores in reading, vocabulary and math. In addition, some research has shown that the ability for young children to self regulate is associated with higher, future education levels.
Obviously, self regulation skills at school is a super hot topic when school begins. Students are expected to control their actions in large group settings, small groups, transitions, independent work time, recess, the lunchroom and more. When students struggle in the area of self regulation it can result in loss of instructional time due to unacceptable behaviors. Teachers frequently rely on school based occupational therapists and school based physical therapists to help students learn how to self regulate. The Self Regulation Skills Curriculum – Move Work Breathe was created by a pediatric OT to help school wide in the development of self regulation skills. It includes everything you need to start a school wide self regulation skill curriculum. This will help to put all providers on the same page when teaching self regulation skills. Start the school year off with everyone working together rather than fixing it after the fact. This curriculum is all set to go to help you train staff, develop goals, collect data, create self regulation plans and more!
Here are 6 simple tips to encourage self regulation in all children:
1. Therapists, teachers and parents should model good self regulation and self control. Use a calm tone in stressful situations. Model self control during disruptive classroom or home time.
2. Partner children who lack self regulation with children who exhibit better control to act as appropriate role models.
3. Play fun games that require children to wait for directions before they act (i.e. Simon Says).
4. Play fun games that require turn taking.
5. Keep activities structured and predictable.
6. Students respond to opportunities for self-regulation significantly more often in small group and play contexts.
References:
Flora, I. Developing Young Children’s Self-Regulation through Everyday Experiences. Young Children July 2011 pp 46-51.
Ponitz, C. et al. A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology. Vol 45(3), May 2009, 605-619.
Timmons, Kristy, Janette Pelletier, and Carl Corter. “Understanding children’s self-regulation within different classroom contexts.” Early Child Development and Care 186.2 (2016): 249-267.
Mandala means “circle” or “center.” Coloring mandalas can help to encourage relaxation, relieve stress, facilitate creativity and balance the body. Here are three simple mandalas to color to help to calm the body. They are perfect to add to a quiet corner or calm down kit in the classroom.
Purpose: Encourage listening skills, following motor commands, self regulation skills and left right directions.
Materials: small object i.e. toy car, small doll, etc.
Activity: Before you start establish what the movement pattern will be. Try to write it down so the children can refer to it if necessary. For example a pattern could be the following: clap one time to move forward
clap two times to turn to the right clap three times to turn to the left slap knee one time to move backwards
Pick one child to be “it”. This child will have to listen to a pattern to determine where to go to find a missing object. The child needs to close his/her eyes while someone in the group hides the object away from the child who is “it”.
Make sure all the children keep calm during the game since it does take some concentration.
Once the object is hidden, the child who is “it” can open his/her eyes. Now the group must direct the child to the hidden object only using the established code. No talking allowed. You can have them take turns to clap out commands or agree to the code and then all clap together. Once the child finds the hidden object take turns letting the other children be “it”. Try changing the code every few rounds.
Want to make it harder?: Play music in the background so the child has to filter out the background noise and concentrate only on the established code. Blindfold the child and they have to feel for the hidden object.
Want to make it easier? Limit the code to very simple directions – clap once to move forward and clap twice to move backwards. Use verbal directions for right and left.
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More and more research indicates that children with strong self regulation skills in preschool and kindergarten do significantly better on math, reading and vocabulary skills. In addition, children who lack self regulation exhibit excessive weight gain. Below are 3 group games to help children develop self regulation skills. These activities work great for indoor recess ideas or for a quick brain break!
Encourage eye hand coordination, motor timing and motor planning and practice self regulation skills with this group game. All you need are two different sized balls. Find out how to play at http://yourtherapysource.com/freepbj.html
Children have to remain quiet and calm as they listen for the code to indicate what motor skills should be completed. Read how to play here http://yourtherapysource.com/freecode.html
Summary: This 16 Flash Card Set in printable PDF format – includes health lessons and self-regulation techniques that combine creative movement, yoga and Brain Gym(R).
Lori A. Francis; Elizabeth J. Susman Self-regulation and Rapid Weight Gain in Children From Age 3 to 12 Years Arch Pediatr Adolesc Med. 2009;163(4):297-302.
Michaella Sektnana, Megan M. McClellanda, Alan Acocka and Frederick J. Morrison Relations between early family risk, children’s behavioral regulation, and academic achievement Article in press Early Childhood Research Quarterly doi:10.1016/j.ecresq.2010.02.005
Ponitz, Claire Cameron; McClelland, Megan M.; Matthews, J. S.; Morrison, Frederick J. A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology. Vol 45(3), May 2009, 605-619.
Oregon State University (2009, June 9). Self-regulation Game Predicts Kindergarten Achievement. ScienceDaily. Retrieved June 9, 2009, from http://www.sciencedaily.com /releases/2009/06/090608162547.htm
Early Education and Development recently published research on whether active play during recess was associated with self-regulation and academic achievement in preschoolers. Fifty one children were assessed on self-regulation, active play, and early academic achievement.
The results indicated the following:
1. higher active play was associated with better self-regulation, which in turn was associated with higher scores on early reading and math assessments.
2. higher levels of moderate to vigorous active play were not directly related to emergent literacy or math achievement.
3. children who performed better on the self regulation task demonstrated higher literacy and math achievement.
Reference: Derek R. Becker , Megan M. McClelland , Paul Loprinzi & Stewart G. Trost (2014) Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children, Early Education and Development, 25:1, 56-70, DOI: 10.1080/10409289.2013.780505
Summary: This 16 Flash Card Set in printable PDF format – includes health lessons and self-regulation techniques that combine creative movement, yoga and Brain Gym(R).
Here is a free self calming deep breathing activity. Print and cut out the deep breathing cards. The child can take 4 deep breaths trying to breath in through the nose (smelling the flowers) and out through the mouth (blowing out the candles). You can print the activity at http://yourtherapysource.com/freecalmbreath.html
The American Journal of Occupational Therapy published research analyzing 275 parental responses to 3 questions on history intake forms regarding concerns and hopes for their children's outcomes in OT with a sensory integration approach. The results indicated that parents had four types of concerns for their children: 1. self-regulation 2. interacting with peers 3. participating in skilled motor activities 4. self-confidence
In addition, parents were hoping that occupational therapy would help their children develop self-understanding and frustration tolerance to self-regulate their behavior in socially acceptable way.
The researchers concluded that assessment and intervention should focus on some aspects of self-regulation, social participation, skills, and self confidence.
Reference: Parents’ Explanatory Models and Hopes for Outcomes of Occupational Therapy Using a Sensory Integration Approach American Journal of Occupational Therapy, July/August 2014, Vol. 68, 454-462. doi:10.5014/ajot.2014.010843
Self regulation is the ability of a person to tolerate sensations, situations and distress and form appropriate responses to that sensory input. Simply stated, it is the ability to control behavior. The ability to self regulate in children is a predictor for academic abilities.
Here are 5 everyday outdoor activities to practice self- regulation skills in children:
1. Outdoor free play with a group of children without much adult interaction is an excellent self regulation activity. A game of tag, kick ball or hide and go seek will certainly require self regulation. Kids will argue and fight and try to work it out. Many children may tend to lose it in situations where adults don't intervene to keep it "cordial". But in the end it is these situations were children really gain the self-regulation skills because they've used their own coping mechanisms to problem solve.
2. Recess also requires self regulation. Children may come out of school bursting with energy and need to control it outdoors to remain safe.
3. Walking to school requires self-control. For younger children, the child needs to stay with an adult when walking and must control the desire to run ahead. For older children, they must exhibit self control to avoid other pedestrians and traffic. Waiting for the school bus requires a significant amount of self-regulation especially when children have to wait for long periods of time.
4. Be mindful of the beauty of the outdoors. Teach children to slow down and appreciate the outdoors. Practice deep breathing and and just relax. This models a calm body for children. In order to remain in control in difficult situations children need to have calming experiences.
5. On the playground, children to need to exhibit self regulation to follow the rules, wait on line to use different equipment and to exhibit safety awareness. Without self regulation, the child and others are at risk for injury.
The more practice children have to develop self regulation skills, the more children will be better able to think before they act. Need more ideas? Check out the Adventure Skill Self Regulation Flash cards or try some of these self regulation activities.
Here is a nice FREE app for little ones who needs some guidance with self regulation and motor planning. It is called Breathe, Think, Do with Sesame Street.
There are 5 different scenarios that include showing a monster getting frustrated with completing a skill. The child has to tap, pop bubbles and more to help the monster calm down and think of a plan.
The best way to check out this app is to download it and explore. It has some great tips on teaching a child to deep breathe to calm down, to stop and think of a plan and then to act on that plan. To me, it is like an interactive social story.
Self Calming Strategies provides 16 helpful strategies to encourage self calming skills in children. There are a variety of strategies offered including sensory, visual imagery and more. Find out more.
Here are 10 tips to help children develop self control:
1. Do activities that require you and the child to follow step by step directions such as playing a board game or following a recipe.
2. Let children wait. If you are busy doing something and a child requests your attention, it is beneficial for the child to learn to wait patiently for you to finish.
3. Provide verbal or visual cues for how long a child may have to wait. Explain to the child that when you are done writing this note, you can play the game. Set a timer and tell the child that when the timer goes off he/she can play with a certain toy.
4. Partner up together to solve a problem. If the child is having trouble completing a difficult task, offer to help to assist but do not take over. Encourage the child to remain in control even though frustrated. Teach the child self control skills when frustrations are on the rise. Try using some self calming strategies - http://yourtherapysource.com/calm.html .
5. Work on something that takes a long time to finish. Try completing a large puzzle together over a weeks time, baking bread from scratch (waiting for it to rise), growing a plant or making rock candy.
6. Model self control. Adults get frustrated and can lose self control too. Show the child that even though you are losing your patience or annoyed you remain calm and in control.
7. Provide suggestions to the child if they are not displaying good self control. For example, suggest that he/she plays with a different toy while waiting for a toy a friend is playing with. Exercise can be an excellent outlet to reduce frustration and anger.
8. Don't set expectations too high. Remember the age of the child. For example, a young child may easily lose self control waiting in a long line next to a large selection of candy. Older children may have less self control following a bad day at school. Children who are expected to sit for hours without burning off any energy will be at risk for losing self control. Overwhelming, crowed or loud places may put children at risk for melting down.
9. Provide down time. Children are expected to go all the time - school, after school activities and sometimes evening activities. Children who are over-scheduled will most likely melt down easier. Allow plenty of time for children to explore their own environments at home and with friends. This creates realistic life situations where self control is required and they will learn though practice.
10. Know when to back off. Children need to develop self control skills for themselves. Once you observe that a child is gaining control, let him/her proceed without your help.
The Ultimate Guide to Self-Regulation
The colors represent the following:
Peanut Butter and Jelly Game
Listen for the Code
Color Ball
