Self-regulation is one of the primary skills that fall under the umbrella of executive functions. Brain research shows that self-regulation skills begin developing around two years of age and develop slowly over time.
Unfortunately, our expectations for self-regulation in young children may be overly optimistic unless these skills are specifically taught at a young age. To make things more challenging, when there are lifelong psychological and developmental disabilities such as Autism, cognitive differences, ADHD, Tourette’s Syndrome, oppositional defiant disorders, attachment disorders, or other developmental or psychological disorders, it may take even longer to teach these strategies.
The good news is that these self-regulation skills can be taught as lifelong skills. For students with behavior differences, this instruction may need to be more intense and the interventions may need to be more direct.
This workshop will provide practical, brain-based strategies that will address self-regulation, but also learning, in three to five-year-olds. Examples of more direct interventions will be provided that are effective when working with children who may have developmental differences. The bonus is that these interventions will work with all kids in this age group—not just those with developmental differences.