Self Regulation and Well Being
Self Regulation and Well-Being
This frame encompasses children's learning and development with respect to:
their own thinking and feelings, and their recognition of and respect for differences in the thinking and feelings of others;
regulating their emotions, adapting to distractions, and assessing consequences of actions in a way that enables them to engage in learning;
their physical and mental health and wellness.
What children learn in connection with this frame develops their capacity to think critically, to understand and respect many different perspectives, and to process various kinds of information.
Students will develop an awareness and importance to communicate their feelings to peers and educators. As they learn to manage their changing emotions, they will also explore ways to respond to peer emotions, develop self-control, become willing to try new learning, adapt to schedules and experience empathy for others.
Students will develop an awareness of their emotions and personal needs, as well as needs of others. They will learn ways to communicate and locate needs such as (but not limited to):
emotional calm spaces
small group peer interaction
turn taking
making and keeping of friends
awareness of preferred areas of play and ways to enter classroom areas either individually or with classmates
when to seek educator support and assistance
Although whole class snacks are often modelled at the beginning of the year, most students demonstrate an understanding to communicate their personal hunger needs and independently choose snack throughout their day, demonstrating an awareness of their own health and well-being.
Students will discover and demonstrate personal movement skills, using both large and small muscles through indoor/outside play and exploration. While responding to stories, songs and dramatic play, students will have opportunities to hop, skip, lace, design, build, paint, etc.