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SRL Skills for the Early Years

Presented by: Cora, Alix & Tina


Inquiry questions
What we learned
Play Time!

SRL & the Early Years...

CORA: What type of Classroom environment fosters SRL among

low achieving students in Grade 1?


Provide complex tasks, ie: task design not level of difficulty

Give students some degree of control over their learning process (eg: giving
Create opportunities for collaborative work with peers, share feedback
Provide opportunities to evaluate their own learning
(Perry, N. 2004-2013)

Cora-SRL & Supportive classrooms

Cora: SRL & Supportive Classrooms...

Alix: How can SRL skills be woven into reading

and writing practices?

- Daily 5 literacy framework

- independence allows teacher to work
with small groups or conference 1-1

Tina: Does Structured and/or Imaginative Play Promote SRL in

5-7 year olds?
A childs greatest self-control occurs in play (Vygotsky, 1978, p.99 in Savina 2013).

Goals by the end of preschool

SR develops out of a childs ability to communicate with the expert members of their cultural group (Vygotsky, 1930-1978)

Imaginative play must involve a child and loving, nurturing, adult that provides scaffolding through demonstrations,
suggestions, turn taking and joint involvement (Berk et al 2006).

Structured Play Anything that involves direction and or rules of some sort: board games, cards, painting, etc.

Why Play Rocks!

Play promotes problem-solving ability (Pellegrini & Gustafson, 2005), emotion
regulation (Galyer & Evans, 2001), metacognition (Robson, 2010; Whitebread,
Coltman, Jameson, & Lauder, 2009), and academic skills including literacy and
storytelling (Bergen & Mauer, 2000; Kim, 1999) (Savina, p.1692, 2014). contributes to childrens social competence (Lillard, 1998; Newton & Jenvey,
2011). Both pretend play and games with rules are widely used in therapy to facilitate
rapport and allow children to explore and express their socio-emotional difficulties,
develop a sense of control, and promote adaptive skills including self-regulation
(Landreth, 1992; Schaefer & Reid, 2001; Swank, 2008) (Savina, p.1692, 2014)

Structured Educational Programs that promote


The ZONES of Regulation : Preschool to Adult.Created by Leah M.Kuypers

Tools of the MIND: PreK-K. Created by Deborah J. Leong

ALERT Program: Preschool to Adult. Created by Sherry Shellenberger and Mary

Sue Williams.

Self-regulating learners...

What we have learned...

Knowing your students and the children you work/live with

Working with students/children to plan activities
Language & communication set the stage for self-regulation skills in young
Imaginative play promotes cognitive abilities in young children
Supportive classroom environments(approach, stimuli) promote self-regulation
especially with low-achieving students
Rules for play must be introduced at the correct developmental stage (eg: for
preschoolers: playing music means move, no music means stop, etc)


Teachers need support and collaboration time with the new curriculum to provide 21st century reading
and writing practices to individualize instruction.
Literacy frame works, like the Daily 5, can provide structures for teachers to be able to work with small
groups and provide individualized instruction
Community contexts and expert child-rearing advice that promote make-believe play (Berk, p. 92). Eg:
Vancouver Aquarium, Science World
Teaching Through Play in Early Childhood Classrooms (Berk, p.92).
Make-believe play interventions for children with self-regulatory deficits (Berk, p.92)
Providing multiple opportunities for presenting lessons, engaging learning and demonstrating learning

Berk, L.E., Mann, T.D., & Ogan, A.T. (2006). Make-Believe Play: Wellspring for Development of Self-Regulation. School Readiness-School Standards.
Boushey, G., & Moser, J. (2014).The Daily 5: Fostering Literacy Independence in the Elementary Grades. Portland, Maine: Steinhouse Publishers.
Butler, D.L., Schnellert, L., & Perry, N.E. (2017). Developing Self-Regulating Learners. Pearson Education, Inc. Upper Saddle River, New Jersey, USA.
Perry, N. (2013). Self-Regulated Learning and Dialogues in Primary Classrooms. The British Psychological Society. p.45-68.Monograph series 11, 10.
Perry, N. (2004). Using Self-Regulated Learning to Accommodate Differences Amongst Students in Classrooms. Exceptionality Education Canada.V(14)2.
Santangelo, T., Harris, K.R., & Graham, S. (2008). Using Self-Regulated Strategy development to support students who have trubol giting thangs into
Remedial and Special Education. 29, 78-89. Doi: 10.1177/0741932507311636
Savina, E. (2014). Does Play Promote Self-Regulation in Children? Early Child Development and Care. 184:11, 1692-1705, doi: 10.1080/03004430.

Choosing time!

Thank you!