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Cognitive Self-Regulation: See

Infants and Toddlers

Observation

  • Describe features of the environment (e.g., furniture, toys and materials, how space is arranged) where the activity takes place. Where are the home visitor, mother, and child seated in relation to each other? What play materials are they using? What is each person doing and saying? How does the mother support the child's exploration of the puzzle?

Application

  • The mother asks the child some recall questions as she works on the puzzle. How might these questions help the child stay focused and complete the puzzle?
  • What happens when the mother asks the child if she wants to take off her apron? What does the child say? How does the home visitor respond?

Reflection

  • Why do you think the child could stay focused, be flexible, and be persistent? How do you think this child might behave in other situations, when completing other tasks?
  • Why did the home visitor tell the mother, "You did a great job?" How might this support translate into the mother's support for the child?

Observation

  • Describe features of the environment (e.g., toys and equipment, how space is arranged) where the activity takes place. Where is the teacher in relation to the children? What play materials are they using? How does each child explore the materials? How does the teacher engage and interact with each child? How do the children respond?

Application

  • What teaching practices does the teacher use to support infants' cognitive self-regulation? For example, what does she do to help the children remain focused on the activity? Check the "Know" and "Do" sections for ideas
  • How does the teacher vary her interactions with each child? What might she know about each child that guides her interactions?

Reflection

  • When this video segment begins, the children are placing the beads in the container. Why might the teacher have decided to show the children how to attach the beads to one another? How do the children respond when she shows them how the beads work?
  • The children in this segment seem open to trying new things. What else might the teacher do with these children and the beads?
  • How might she support children's focus, persistence, and flexibility while using other play materials?

Preschoolers

Observation

  • Where does the action take place in this video segment? Who is involved? What are they doing and saying? How does the teacher model persistence and flexible thinking? What does she do and say to keep the child's focus and attention on the task? How does the child respond to her potential solutions to the problem at hand?

Application

  • Which teaching practices does the teacher use to help the boy persist until they succeed in getting the pumpkin out of the container? Check the "Know" and "Do" sections for ideas.
  • How might the boy apply what he has learned to other situations in the classroom or elsewhere?

Reflection

  • What might be the teacher's goal for her interactions with this boy? What might he learn from working with his teacher to get the pumpkin unstuck?
  • What could the teacher ask the boy to reinforce his learning and his ability to use this information to complete future tasks?

Topic:School Readiness

Resource Type: Article

Last Updated: June 5, 2018