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Emotional and Behavioral Self-Regulation: See

Infants and Toddlers

Emotional and Behavioral Self-Regulation: Video 1

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Emotional and Behavioral Self-Regulation:
Video One

Himayah: [Crying]

[Indistinct talking]

Denise: Be careful.  We're going to get your toothbrush.

Sarah: Sarah going to get you.  Lookit.  Lookit here.  Wash your face and hands.  Mm-hmm. Scrub.  Can you scrub?  Ah!  Scrub your face.  Wipe.

Himayah: [Babbling]

Denise: Oh, you're giving it back to Sarah?  Oh, thank you.  [ Gasps ] Oh.  What's that?  Ahh.  Brush your teeth.  Brush, brush.  "I'd rather eat the washcloth."  Brush, brush.  Okay, Himayah do it.  Then Denise will help you.  Oh, you're going to have both?

[Toothbrush clatters]

It's all gone now.  It's dirty.  Sarah will have to get us another one.
Sarah: Ooh.

Denise: Lookit, she's getting you another toothbrush.

Close

Observation

  • Describe the setting in which the teacher-infant interaction takes place (e.g., routine taking place, toys and equipment, how space is arranged). Where is the infant? Where is the teacher? How does the teacher respond to the infant's crying? What does she offer and what does she say to the child? Is her offer accepted by the infant? What happens next? How does the infant respond when offered another item? How does the teacher express what she thinks the child is feeling?

Application

  • Which teaching practices does the teacher use to support the infant's emotional and behavioral regulation? Check the "Know" and "Do" sections for
  • What do you think this teacher knows about the infant that led to her choice of teaching practices?

Reflection

  • What words and actions did the teacher use to help the infant manage her feelings and emotions? How did the infant respond? What did the infant do after being offered the washcloth and then the toothbrush?
  • How did the teacher use the daily routine to provide support and help the infant calm herself (or regulate her emotions)?
  • What might this teacher do in the future to help this child learn to calm herself?

Preschoolers

Emotional and Behavioral Self-Regulation: Video 2

Download the video [MP4, 10.1 MB] Download the transcript
View the transcript

Emotional and Behavioral Self-Regulation:
Video Two

Teacher: Is there a little bit of red?

Dustin: Yep.

Teacher: There's a little bit.  Yep, she's got a few more seconds. Right, Kerianne?  Just a little more.  And so, Dustin, you're going to have a turn with it, and then we'll have clean-up time for small group.

Dustin: Maybe it is.

Teacher: Yeah.  You -- So you can watch it, and you can...  you can let her know when you think it's time.

Dustin: You can have it.

Teacher: So do you want to maybe ask Kerianne to check out the timer?

Dustin: Oh! Look.

Teacher: Kerianne, what's happening with the timer?

Dustin: It's gone!

Teacher: Oh! So look.  Look at your friend.  Kerianne.

Dustin: Now you can wear this.

Teacher: Oh, he's offering you the necklace, that you can wear it now.  So, Kerianne and Dustin, I'm going to remind you that we have about five more minutes for clean-up, and then we're going to go to do some small group, okay?  About five more -- five more minutes. So do you need the timer for five more minutes?  Which one's five?  Show me five. Yep. So what's going to happen when the timer's gone, when the red is all gone?  What's going to happen? It's clean-up. You're right. Yep.

Close

Observation

  • Describe the environment in which this video segment takes place (e.g., toys and equipment, how space is arranged) and the teacher and children involved. What is the teacher doing and saying during her interactions with the boy and with the girl? What are the two children doing and saying? How do the children respond to the teacher? How does the teacher support the boy who is waiting for a turn? What does the teacher do and say to help the children communicate with each other?

Application

  • What teaching practices does this teacher use to help the boy manage his emotions, actions, words, and behavior? Check the "Know" and "Do" sections for ideas. In this situation, were these teaching practices successful strategies?
  • How did the teacher’s use of the timer help the boy wait for his turn? What did you observe in his response to using the timer?

Reflection

  • Why do you think the boy needed support from the teacher and reminders about the time left before clean-up? How did the boy manage his actions, words, and behaviors as he waited?
  • What other strategies could the teacher have used in this situation?
  • What might be a next step in helping him learn to regulate his emotions and behaviors?
  • What else might a teacher do to help children handle situations they find difficult, such as waiting for a turn?

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,  School Readiness