Find out more about virtual attendance
OUTLINE
Attending this course will enable you to understand self-regulation and resilience in young children and feel confident in supporting children’s development.
Self-regulation forms part of the newly revised Early Years Foundation Stage (EYFS), which is the statutory framework which all settings in England need to comply with and abide by. However, self-regulation is a term that is not always understood by early years practitioners and those working within early childhood education because it is regularly equated with managing behaviour.
In addition, self-regulation has not been widely written about in a way that is accessible to early childhood practitioners. Although there is a wealth of research, most educators who are in practice will either not have access to this or would not want to read academic papers. Therefore, this course aims to unpick self-regulation in detail, link with relevant research and offer adults ideas of how to support children’s self-regulation in practice through co-regulation and strategies such as emotion coaching and problem solving.
WHO SHOULD ATTEND
Practitioners working across the whole birth to five age range in schools, pre-schools, nurseries or as childminders.
KEY LEARNING OBJECTIVES
This session will enable you to:
- Define self-regulation and consider how it affects our lives;
- Consider self-regulation in terms of cognitive and emotional development;
- Reflect upon how children develop resilience;
- Explore strategies to help calm children and resolve conflicts such as emotion coaching and problem solving;
- Gather ideas of how to support children to become better at regulating their emotions.
FACILITATOR
Tamsin Grimmer is the early years director of Linden Learning, an associate of Early Education and teaches at both Norland College and Bath Spa University. She has a wealth of experience supporting Early Years Teachers and educators. Tamsin is passionate about young children’s learning and believes that all children deserve educators who are inspiring, dynamic, reflective and loving. She is a true advocate for adopting a loving pedagogy and has a keen interest in schematic play, promoting positive behaviour, supporting children’s emotional development and inclusion. Tamsin has written several books aimed at educators and particularly enjoys planning and delivering training and supporting early years educators to improve outcomes for young children.
