1. Self Regulation-A Lifelong Journey Linda Gillespie

2. Objectives Define self-regulation and it’s components Define the role of relationships in supporting self-regulation Share information about the role of temperament, goodness of fit in promoting self-regulation

3. Self-Regulation the ability to: Gain control of bodily functions Manage powerful emotions Maintain focus and attention Supported by a familiar adult

4. It’s All About Relationships Babies are learning- –What to expect in relationships of themselves and others….

5. All learning doesn’t happen within relationships…but no learning can happen without them…

6. How You Are Is As Important As What You Do

7. The growth of self-regulation is the cornerstone of early childhood development and is visible in all areas of learning and behavior. (Shonkoff & Phillips 2000) What’s a better predictor of school success? IQ, test scores, or self- regulation?

8. Self-Regulation the ability to: Gain control of bodily functions Manage powerful emotions Maintain focus and attention

9. Regulation is Relationship Dependent

10. Social Learning Theory

11. NOTHING STARTS AT THREE!

12. Fonagy & Target (2002) “In one sense we can consider the whole of child development to be the enhancement of self-regulation.”

13. What is temperament? 1.“An inborn characteristic that predisposes individuals toward specific emotional responses.” 2.“The basic style which characterizes a person’s behavior.” 3.“The way we approach and react to the world. … our own personal “style” that is present from birth.”

14. What do we know about temperament? Biologically based Fairly constant over time Influences the child’s reactions to people and the environment (Thomas, Chess, Birch, Hertzig & Korn, 1963)

15. Temperament Types Easy-Going or Flexible Slow-to-warm or Fearful Active or Feisty Adapted from: IT 3,PITC; CSEFEL. Infant Toddler Module 1 Photo: Microsoft Clipart

16. 16 Temperament Traits Activity level – Biological rhythms – Approach/withdrawal – Mood – Intensity of reaction – Sensitivity – Adaptability – Distractibility – Persistence – always active or generally still predictability of hunger, sleep, elimination response to new situations tendency to react with positive or negative mood, serious, fussy energy or strength of emotional reaction comfort with levels of sensory information; sound, brightness of light, feel of clothing, new tastes ease of managing transitions or changes how easily a child’s attention is pulled from an activity how long child continues with an activity he/she finds difficult Adapted from Wittmer and Peterson, 2004

17. Temperament Types Easy-Going or Flexible Slow-to- warm or Fearful Active or Feisty Regular rhythmsAdapts slowlyActive Positive moodWithdrawsIntense AdaptabilityDistractible Low intensitySensitive Low sensitivityIrregular Moody Adapted from: IT,PITC; CSEFEL. Infant Toddler Module 1 Photos: Microsoft Clipart

18. 18 Temperament Traits Adapted from: Butterfield, Martin, Prairie & Martin. Emotional Connections: How Relationships Guide Early Learning. ZERO TO THREE: Washington, DC. 2004, Worksheet 2.2 (p. 1).

19. 19 Temperament Traits

20. = Donna

21. Goodness of Fit The compatibility between the adult’s temperament and the child’s temperament. 21 Photo: EHS NRC

22. Self-regulation and Goodness of Fit Framework for making decisions Rationale for understanding behavior

23. Strategies for Supporting Self-Regulation Observe closely Respond Structure and predictability Arrange the environment Age-appropriate limits Empathy and caring

24. Baby Steps