Title: Describe self-regulation skills that are practiced with children to promote positive social interaction.
Course: Early Childhood, Education, and Services I (19153-I) > Section: Promoting Physical, Cognitive, Language, Social, and Emotional Development

Description should include strategies associated with reasoning and problem-solving, including

- self-regulation (e.g., access to space for privacy, breathing techniques)
- identifying child stressors (e.g., bullying, separation anxiety, home problems)
- describing reactions to stress (e.g., whining, crying, biting, soiling, thumbsucking)
- researching guidance skills (direct and indirect communication skills).

Process/Skill Questions:

Thinking

- What are classroom management and child guidance methods? What are the goals of classroom management?
- What classroom management methods work most effectively for problem solving?
- What are the stages of social and emotional development? Describe common social skills of for each age level of early childhood.
- What teaching techniques encourage the development of a positive self-concept in children?
- How can caregivers help ease separation anxiety?
- What types of caregiving techniques encourage the development of social skills in children?
- How can one help children learn to manage their emotions in a positive manner?

Communication

- What communication skills does one need to demonstrate problem solving with children?
- What communication skills do we need to teach problem-solving and decision-making strategies to young children?

Leadership

- What skills do children need for self-reliance?
- How can problem-solving strategies be evaluated to determine their effectiveness with children?
- What are the positive and negative consequences of different leadership styles on children?

Management

- What training and resources are required to demonstrate problem-solving skills with children?
- How can instructional or play activities be managed to demonstrate problem-solving strategies?