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Will have more outbursts or will be more defiant as they try to communicate and work on their independence (Morin, 2023)

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Pretend play begins, will imitate what adults or other children do (Morin, 2023).

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Will start to be interested in having other kids in their space, but will play alongside them (parallel play) rather than with them (cooperative play) (Morin, 2023).

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Morin, A. (2023). Social emotional development: Skills to expect at different ages. Www.understood.org. https://www.understood.org/en/articles/social-and-emotional-skills-what-to-expect-at-different-ages

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Will start to show and verbalize a larger range of emotion (Morin, 2023).

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Will be kind and caring spontaneously and will start wanting to play with kids and separate from their caregivers more easily (Morin, 2023).

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Will engage in pretend play, but may sometimes confuse real with "make-believe" (Morin, 2023).

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Tantrums may still happen especially if their are abrupt changes in routine or they don't get what they want (Morin, 2023).

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Will test boundaries, but still want to please and help out (Morin, 2023).

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Will understand what it feels like to be embarrassed, and are more aware of other people's perspectives (Morin, 2023).

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Will enjoy playing with other kids more and are more conversational and independent (Morin, 2023).

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Will try their best to express how they are feeling using words, but may also resort to aggression if they are upset (Morin, 2023).

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Lally, J. R., & Mangione, P. L. (2017, May). Caring relationships: The heart of early brain development | NAEYC. Naeyc.org. https://www.naeyc.org/resources/pubs/yc/may2017/caring-relationships-heart-early-brain-development

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Jagtap, A., Jagtap, B., Jagtap, R., Lamture, Y., & Gomase, K. (2023). Effects of Prenatal Stress on Behavior, Cognition, and Psychopathology: A Comprehensive Review. Cureus, 15(10), e47044. https://doi.org/10.7759/cureus.47044

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Morin, A. (n.d.). Self-Regulation skills. www.understood.org. https://www.understood.org/en/articles/trouble-with-self-regulation-what-you-need-to-know

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Parrish, N. (2018, August 22). How to teach self-regulation. Edutopia. https://www.edutopia.org/article/how-teach-self-regulation

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PBS KIDS. (2020). PBS KIDS for parents. PBS KIDS for Parents. https://www.pbs.org/parents/learn-grow/age-8/emotions-self-awareness/self-confidence

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Honig, A. S., & Wittmer, D. S. (2017). Infants and Toddlers: What Have We Learned from

Research on Social-emotional Development? Exchange (19460406), 233, 51–56.

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Teachers need to model gentleness, and try to sooth and cherish their young students to help toddlers learn that their feelings are understood (Honig & Wittmer, 2017).

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Help toddlers define their feelings using emotion talk "mad, sad" are easy words for toddlers to say (Honig & Wittmer, 2017).

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PBS KIDS. (n.d.-a). Emotions & self-awareness: Self-Awareness at age 2 | milestones. PBS KIDS for Parents. https://www.pbs.org/parents/learn-grow/age-2/emotions-self-awareness/self-awareness

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Make emotional vocabulary learning into a game, each pick an emotion (sad, mad, happy) and dramatically act out what that emotion looks like (PBS KIDS, n.d.-a). As the child learns those simple words, add more complex words like (excited, surprised, frustrated) (PBS KIDS, n.d.-a).

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Teach simple strategies to help toddlers learn how to self-regulate, "When I am mad and I want to roar, take a deep breath and count to four!" (PBS KIDS, n.d.-a). These are simple and memorable strategies young children can use to help them self-regulate and make good choices (PBS KIDS, n.d.-a).

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Acknowledge and give praise when the child self-regulates on their own (They were tempted to respond one way, but were able to resist and use a self-regulation technique) (PBS KIDS, n.d.-a).

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Make these simple feelings faces to help discuss emotions, what they feel like, and what strategies we can use to deal with a specific emotion we are feeling

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PBS KIDS . (n.d.-b). Emotions & self-awareness: Self-Awareness at age 3 | milestones. PBS KIDS for Parents. https://www.pbs.org/parents/learn-grow/age-3/emotions-self-awareness/self-awareness

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After the child has calmed down, circle back and discuss what happened, how did they feel?, why did they feel that way? Make sure the child knows that it is okay to feel the way that they did, and that everyone feels that way sometimes (PBS KIDS, n.d.-b).

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Distract, Redirect, and and Change the Situation

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Distract, Redirect, and and Change the Situation

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Distraction and redirection can help preschool aged students regain their focus and calm down, waiting patiently for a toy or turn is sometimes still hard to do at this age (PBS KIDS, n.d.-b). Engage them in a song or point out something else in the room they can play with or use.

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In order for young children to develop the resiliency needed to persevere through the ups and downs that accompany learning, they need lots of practice (PBS KIDS, n.d.-b). Step back and let your students make mistakes and provide encouragement to keep trying, celebrate small victories (PBS KIDS, n.d.-b).

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Be aware of the signs that your young students are ready to try doing simple tasks on their own, and respond positively to this growth which will help in building the foundation for your young students to become capable and responsible children, allow them to make mistakes, get frustrated, and try their hand at problem solving to help build their self-confidence, before you jump in to help (PBS KIDS, n.d.-c).

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PBS KIDS . (n.d.-c). Emotions & self awareness: Self-Confidence at age 4 | milestones. PBS KIDS for Parents. https://www.pbs.org/parents/learn-grow/age-4/emotions-self-awareness/self-confidence

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PBS KIDS. (n.d.-d). Emotions & self awareness: Self-Awareness at age 6 | milestones. PBS KIDS for Parents. https://www.pbs.org/parents/learn-grow/age-6/emotions-self-awareness/self-awareness

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Books are great resources for teaching kids to identify what feelings look like, and can teach them to connect their feelings to other people's feelings (PBS KIDS, n.d.-d). When an emotional event happens in the book, stop and discuss with your students how the character is feeling and why, and help them draw connections between what the character is experiencing and their own life (PBS KIDS, n.d.-d).

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Children this age can develop their concentration and attention skills by reading books, playing games that require attention to detail, building more difficult block structures or doing complex puzzles, and playing music, all activities that increase the students capacity for self-control (PBS KIDS, n.d.-d).

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PBS KIDS. (n.d.-e). Emotions & self-awareness: Self-Confidence at age 7 | milestones. PBS KIDS for Parents. https://www.pbs.org/parents/learn-grow/age-7/emotions-self-awareness/self-confidence

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Children this age can self-sabotage through negative-self talk "I can't" or "I am bad at" phrases don't help with a child's self-confidence (PBS KIDS, n.d.-e). When you hear a student use these phrases, reframe it and teach them how to spin the negative into a realistic positive, instead of "I am bad at math" say "I am working really hard to understand math, and I can always ask for help if I get stuck" (PBS KIDS, n.d.-e).

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Never Do for a Student What a Student Can Do for Themselves

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Never Do for a Student What a Student Can Do for Themselves

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Be aware of your students abilities, and identify what tasks they can do on their own (PBS KIDS, 2020). Let your students take their own time to do something you know they are capable of instead of trying to rush them through it, finishing and accomplishing things on their own leads to the development of a higher self-confidence.

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"Self-regulation is a skills that allows people to manage their emotions, behavior, and body movement when they're faced with a tough situation. It also allows them to do that while staying focused and paying attention" (Morin, n.d.).

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Herndon, J. (2022, July 13). What is self-regulation? Verywellhealth. https://www.verywellhealth.com/self-regulation-5225245

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Often confused with self-control, but the two are defined differently, self-control is the daily skill of controlling and inhibiting impulses while "...self-regulation refers to the way people steer their behavior to achieve specific goals" (Herdon, 2022).

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Make a goal "I want to eat healthier" so you change your behavior to make better food choices and eat more fruits and vegetables to achieve this goal

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Goal "I want to have my homework done by Friday afternoon so that my weekends are free" work on homework and assignments throughout the week so that you can get a little done each day and not leave all the work to be done on the weekend.

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Provide a positive classroom environment that feels like a safe space that celebrates individual strengths, and try not to address problem behavior in front of the whole class, instead observe to determine what caused the behavior and then discuss it with the student after they have calmed down (Parrish, 2018)

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Set clear expectations: use daily schedules, classroom procedures, and create an established routine to help students know what to expect and to create an environment that feels safe and structured (Parrish, 2018).

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Students need to be able to access the content of the curriculum and they need skills like the ability to organize their materials, stay on task, manage their time, read with comprehension, and be able to retain and practice what is being taught to use later on graded activities (Parrish, 2018). Teach your students study skills and strategies that will help them become independent learners, thus developing self-regulation skills (Parrish, 2018).

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Model and practice appropriate behavior as you would through direct instruction when giving assignment instructions (Parrish, 2018). Use "Think alouds" and "role-playing" to act out different ways to handle what can be viewed as a difficult situation such as a change in schedule (Parrish, 2018).

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Edutopia. (2001, February 22). Social and emotional learning: Strategies for parents. Edutopia; George Lucas Educational Foundation. https://www.edutopia.org/social-emotional-learning-parent-resources

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At home, parents should strive to create an environment of trust, respect, and support, and remember "...that modeling "emotionally intelligent" behavior at home is the first step in nurturing emotionally intelligent children" (Edutopia, 2001).

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Be a good listener, and a safe place where your children know it's okay to be vulnerable, make sure their feelings are validated and help them problem-solve when needed.

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Children learn a lot about relationships through observing the behavior of their parents, model the behavior you seek such as apologizing when you are wrong and treat other's with kindness and respect (Edutopia, 2001).

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Nurture your child's self-esteem through giving them age appropriate-responsibilities, allowing them to make age-appropriate choices, and show your appreciation when your child does a good job or completes a task/goal (Edutopia, 2001). A child who has a good sense of self is more well-adjusted, is happier, and will do better in school (Edutopia, 2001).

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Prenatal stress can lead to a wide range of adverse outcomes that will affect the child throughout their life. Negative outcomes such as emotional dysregulation, neurodevelopmental disorders, mood disorders, cognitive deficits, and an increased risk of psychopathological conditions are all heightened when the mother is under stress during pregnancy (Jagtap et al., 2023).

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Maternal stress during gestation physically changes the infants brain structure and overall functionality (Jagtap et al., 2023).

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Early experiences, such as when a baby fusses and cries, and how their adult responds to those emotions will define how the child and then the adolescent anticipates or views their environment. Parents who respond to their infant or child with comfort during each of these experiences strengthens the expectations of the child and adds to how their brains will construct perceptions of the social and emotional world they live in (Lally & Mangione, 2017). Those early perceptions play a role as to how babies and then later adolescents understand their environment, engage in learning, and how they will relate to others (Lally & Mangione, 2017). When babies have mostly positive experiences, children and adolescents will perceive the messages and behaviors of others in a more positive way while also being more motivated to explore their world, including new people and things (Lally & Mangione, 2017). On the other side, when babies have repeated negative early experiences, as children and adolescents they tend to expect that all behaviors and messages they are receiving from others or their environment will be negative, will be less inclined to explore their world, and will perceive new experiences with others in negative ways (Lally & Mangione, 2017).

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The early relationships babies form, and whether they are largely positive or negative will inform how the child and then later the adolescent responds to and manages stress (Lally & Mangione, 2017).

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The status of a women's uterus where the embryo will develop is affected by her choices starting as early as 3 months prior to conception (Lally & Mangione, 2017). One conception occurs brain development starts and the fetal environment (the womb) can be positively or negatively influenced by the condition of the mother in the 3 months prior to conception (Lally & Mangione, 2017). Brain growth during the fetal period is occurring more rapidly than during another other time, and the kind and amount of nutrients, the languages and voices heard, and the stress experienced will be used by the fetus to help shape their brains and to anticipate the experiences they will have when they are born (Lally & Mangione, 2017).

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This feelings chart would be easy to make and implement in the classroom to help student identify their feelings, what made them feel that way, and come up with a solution if needed.