The Importance of Self Regulation Skills
October 20, 2009
I was touring a mother through our facility the other day when she posed the dreaded question, "what do you teach in the 3-4 year old program?" I paused for a moment, looked her straight in the eye and decided to take a chance. "We teach them how: to get along, get their needs met, follow directions, wait their turn and respect the rights of others." I let the words fall and rest for awhile. She said, "Good; my son is in a day care setting which is no longer good enough".
Of course we expose the children to letters, shapes and numbers and the various academic skills most of us are familiar with, but we teach the socialization skills needed to become a good citizen.
To most lay people they will consider this activity "play", but in a quality preschool it is "work". The work of free play falls under the heading of executive function. Executive function is a neuroscience term, which refers to the ability to think clearly, to order your thoughts, to process information in a coherent manner, remember relevant details, to avoid distractions and focus on the task at hand.
Children enter the preschool with varying abilities to negotiate the social setting. Some children have a wonderful vocabulary and can easily demand attention. Others are unsure of the terrain and will sit quietly along the side. It is through extended "Dramatic Play" that they will all begin to hone their socialization skills. While at play for lengthy periods of time, the children will have the opportunity to extend their attention span, try on new roles and imitate successful behaviors.
The role of the teacher becomes one of a facilitator; they help the children expand their creative play through meaningful conversations. "Dramatic Play" provides the children with opportunities to develop their self regulating skills (an executive function). These skills help the children gain control of their emotions and cognitive impulses. Children who have ample opportunity to practice their self regulating skills are better adjusted to the world they live in. There is a direct correlation between good regulation skills and short and long term success academically and socially.
In a time when more and more children are being expelled from preschools due to poor self regulation, the need for more opportunities to practice these skills is paramount. With the advent of the state funded programs (VPK et al) comes the need for accountability. Bureaucrats find comfort in standardized tests and insist that our children perform well on them; but how do you test social competence? Because frankly, if your child cannot sit still for an appropriate period of time and socialize in an appropriate manner, do you really think their Kindergarten teacher is going to care if they can read? Too many preschools are falling prey to pushing down academics which places inappropriate pressure on children.
Free Play relieves stress and builds social skills, but it also has been found to make children smarter. Play in the hands of a good teacher is the best case scenario. Someone who can help your child negotiate the ins and outs of socializing while in a structured setting, a place where the whole child will be educated, is the key.
Of course we want our children to learn to read, but our ultimate goal is to have well rounded, socially adept, educated children. "The lessons learned in childhood are engraved on our life."
So once again, I am happy to tell you I played at work today!
Peace & Light,
Grace
______________________________
Grace Geller is responsible for the development, administration, and implementation of early, primary and secondary programs As former Director of Operations, for Charter Schools USA, she played a pivotal role in the development of Charter Schools USA's first schools and was involved in the daily supervision of facilities, procurement, and school operations.
Grace has over 25 years of experience in educational administration. Her expertise in education includes curriculum development and program design. She has facilitated Personal Education Plans, Portfolio Assessment procedures and has developed standards enabling teachers to perform with a quantifiable increase in student standardized test scores of 1-2 years for both mainstream and special needs students. Ms. Geller has been the Early Childhood Director of a nationally recognized pre-school, which was featured in N.A.E.Y.C's film, "What To Look For In Quality Child Care". After achieving success as an Early Childhood Director, Ms. Geller served as Principal of The Vista School, an accredited private institution. As Principal, she designed and implemented an elementary and middle school that received national attention for its innovative programming and client satisfaction.
She holds a Masters Degree in Early Childhood Education, and an Advanced Level Director's Credential. Ms. Geller has been a validator for NAEYC and A.I.S.F. as well as a DCF trainer for Nova Southeastern University. She has authored articles on childcare, parenting and curriculum featured in: "Our City Weston", "City Magazine", "Today's Parent" and "Broward Family".
Read more from Grace Geller on her blog, Preschooltimes.net
Of course we expose the children to letters, shapes and numbers and the various academic skills most of us are familiar with, but we teach the socialization skills needed to become a good citizen.
To most lay people they will consider this activity "play", but in a quality preschool it is "work". The work of free play falls under the heading of executive function. Executive function is a neuroscience term, which refers to the ability to think clearly, to order your thoughts, to process information in a coherent manner, remember relevant details, to avoid distractions and focus on the task at hand.
Children enter the preschool with varying abilities to negotiate the social setting. Some children have a wonderful vocabulary and can easily demand attention. Others are unsure of the terrain and will sit quietly along the side. It is through extended "Dramatic Play" that they will all begin to hone their socialization skills. While at play for lengthy periods of time, the children will have the opportunity to extend their attention span, try on new roles and imitate successful behaviors.
The role of the teacher becomes one of a facilitator; they help the children expand their creative play through meaningful conversations. "Dramatic Play" provides the children with opportunities to develop their self regulating skills (an executive function). These skills help the children gain control of their emotions and cognitive impulses. Children who have ample opportunity to practice their self regulating skills are better adjusted to the world they live in. There is a direct correlation between good regulation skills and short and long term success academically and socially.
In a time when more and more children are being expelled from preschools due to poor self regulation, the need for more opportunities to practice these skills is paramount. With the advent of the state funded programs (VPK et al) comes the need for accountability. Bureaucrats find comfort in standardized tests and insist that our children perform well on them; but how do you test social competence? Because frankly, if your child cannot sit still for an appropriate period of time and socialize in an appropriate manner, do you really think their Kindergarten teacher is going to care if they can read? Too many preschools are falling prey to pushing down academics which places inappropriate pressure on children.
Free Play relieves stress and builds social skills, but it also has been found to make children smarter. Play in the hands of a good teacher is the best case scenario. Someone who can help your child negotiate the ins and outs of socializing while in a structured setting, a place where the whole child will be educated, is the key.
Of course we want our children to learn to read, but our ultimate goal is to have well rounded, socially adept, educated children. "The lessons learned in childhood are engraved on our life."
So once again, I am happy to tell you I played at work today!
Peace & Light,
Grace
______________________________
Grace Geller is responsible for the development, administration, and implementation of early, primary and secondary programs As former Director of Operations, for Charter Schools USA, she played a pivotal role in the development of Charter Schools USA's first schools and was involved in the daily supervision of facilities, procurement, and school operations.
Grace has over 25 years of experience in educational administration. Her expertise in education includes curriculum development and program design. She has facilitated Personal Education Plans, Portfolio Assessment procedures and has developed standards enabling teachers to perform with a quantifiable increase in student standardized test scores of 1-2 years for both mainstream and special needs students. Ms. Geller has been the Early Childhood Director of a nationally recognized pre-school, which was featured in N.A.E.Y.C's film, "What To Look For In Quality Child Care". After achieving success as an Early Childhood Director, Ms. Geller served as Principal of The Vista School, an accredited private institution. As Principal, she designed and implemented an elementary and middle school that received national attention for its innovative programming and client satisfaction.
She holds a Masters Degree in Early Childhood Education, and an Advanced Level Director's Credential. Ms. Geller has been a validator for NAEYC and A.I.S.F. as well as a DCF trainer for Nova Southeastern University. She has authored articles on childcare, parenting and curriculum featured in: "Our City Weston", "City Magazine", "Today's Parent" and "Broward Family".
Read more from Grace Geller on her blog, Preschooltimes.net
