Activities Supporting Self-regulation
• Conductor (morning circle/small group)
Props:
- a set of musical instruments (or hand-made instruments – maracas, drums etc.)
- a baton (pencil)
Every child gets an instrument. The teacher is a conductor and the children are an orchestra. When the conductor moves the baton, the orchestra plays their instruments. When the conductor puts down the baton, the orchestra stops playing. If the conductor waves the baton again, the orchestra starts playing. Instead of playing the instruments, the children can play on their bodies (e.g. by clapping their hands or stamping their feet).
It is good to explain the instructions to the children before they get the tools, because then they will want to try them all straight away. When working with a small group, children can also try the role of the conductor. They will enjoy seeing their classmates respond to their movements and commands.
In a more demanding version of this activity, children adjust the speed or rhythm according to the conductor’s baton. The game can also be played in reverse when children play their instruments when the conductor puts the baton down and stop playing when the baton is in the air. Also, children can play loudly when the baton is up and quietly when the baton is low.
You can add another command to the game. For example, children can only play their instruments when the conductor is holding their nose and moving the baton, but they cannot play when the baton is just in the air.
This activity helps children exercise their attention by focusing on a conductor, exercises working memory, remembering which moves are signals to start and stop, or speed up and slow down, and practicing inhibition when they have to start and stop. This activity also supports musical skills, fine and gross motor skills.
• Introducing a new classmate (puppet) (morning circle)
Props: plush toy
Activity for age three to six years. The teacher holds the puppet behind her back and tells the children that she has a new friend she wants to introduce to them. (Note: it’s okay to tell the children that it’s just a puppet and we’re only pretending its alive). Tell the kids that their new friend feels a little frightened, and loud sounds and voices can easily startle them. Ask the children whether they want to hold or touch the friend. To begin with, prepare the children before showing them the puppet: All together take a deep breath to soothe your body, practice whispering to let the children know how silent the voice is, and show the children how to carefully pat the puppet with a gentle touch. Make a circle so that every child can pat and hold the puppet. This new classmate can join in peaceful activities (such as book reading) and can serve as a specific reminder that we need to show peace in our body during a particular activity.
This activity promotes the building of emotional regulation by helping children to experience feelings of reassurance and rehearse strategies to put the body in a state of relaxation (e.g. deep breathing) In this activity, children also practice attention, following instructions and taking turns.
• Pink glasses
Props: paper glasses
Activit for children from three to six years helps express and show feelings. Recognize the impact of emotions on our behavior.
We have a “special” pair of glasses in our classroom. They are glasses of happiness and everyone who puts them on, sees through positive “happy eyes”. Children sit in a circle on the carpet. Everyone puts on their “special” glasses, says what they can see through their glasses, how they feel and what makes them happy, how they experience a happy day, what they do to make their day beautiful, who they want to spend a happy day with. The children take turns.
Finally, the teacher talks to the children in a communication circle about their feelings from various perspectives. What days are the most common experiences of emotions when they have a happy / unlucky day? How emotions affect our lives. What day they are having right now? Which people have the greatest impact on their emotions – parents, friends, adults, siblings, and so on. What situations are emotionally difficult for them, which ones bring them joy and satisfaction, which cause sadness etc.