https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6 en-us 2023-10-05 22:15:27 UTC 2023-10-23 02:03:50 UTC hello@padlet.com ltyb0702_ https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2734676644 How can providing quiet play options during rest time help promote preschoolers' self-regulation.

]]> 2023-10-05 23:50:19 UTC https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2734676644 ltyb0702_ https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2734676882 In my centre, there is only two options for children during rest time, they could either sleep or they could stay in their bed and rest by lying down or sitting. I have noticed that many children did not want to stay in their bed, some were interested in talking to me or to their peers and I would tell them that some of their friends are sleeping so we use our gentle voice, but few seconds later they were using the same voice again. Some children might bend their body and jump on their bed with both hand supporting on the bed making noises that might affect children who were sleeping. Sometime, children were moving to another child's bed and have interactions such as chatting and playing, it was showing me that they wanted to play with their peers.

]]> 2023-10-05 23:50:43 UTC https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2734676882 ltyb0702_ https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2734677573 What is children's self regulation?

" There are different views in interpreting self-regulation
as either delaying pleasure and persisting pleasure (Mischel, Shoda, and Rodriguez 1989;
Ursache, Blair, and Raver 2012) or the ability and knowledge for organising skills, following rules
across the goal-oriented environments (Blair and Razza 2007; Ursache et al. 2012).
‘A complex process of behaving properly within existing environment’ (Bronson 2000) . "

Ceylan Esenturk, B., & Asi, D. (2023). Teachers predicting self-regulation skills of children: the relationships among teacher beliefs, teaching intentions and preschoolers’ self-regulation skills. Education 3-13, 51(7), 1195–1207. https://doi.org/10.1080/03004279.2022.2055604.

"Most studies consider self-regulation under the term of executive function (e.g. Nozadi, Spinrad, Eisenberg, & Eggum-Wilkens,
2015; Olson et al., 2011). In these cases, executive function is conceptualized as a cognitive, higher
order self-regulatory process referring to the capacity to direct and control one’s actions and attention."

Rademacher, A., & Koglin, U. (2019). The concept of self-regulation and preschoolers’ social-emotional development: a systematic review. Early Child Development and Care, 189(14), 2299–2317. https://doi.org/10.1080/03004430.2018.1450251

"Children's capacity for self-regulation is reflected in their implementation of strategies for waiting, delaying gratification, and for planning and problem solving activities, as well as in their attempts to control impulsive behaviours and emotions (Kopp, 1982; Mischel & Ayduk, 2004). "

Jusienė, R., & Breidokienė, R. (2019). Preschoolers’ self‐regulation and developmental trajectories of sleep problems in early childhood. Infant and Child Development, 28(6). https://doi.org/10.1002/icd.2158



In my PI, preschoolers' self-regulation would mean: 
children are able to direct and control their actions, as well as having proper behaviours under quiet play environment including following rules of the game.]]> 2023-10-05 23:51:42 UTC https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2734677573 ltyb0702_ https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2734677975 In this PI, quiet play means play or activities for children can participate who do not wish to sleep to participate in that won't cause disturbance to children who do wish to sleep. 
The activities and play experiences will also be planned around children's interests and voices.]]> 2023-10-05 23:52:13 UTC https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2734677975 ltyb0702_ https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2736868720 My reflections of why children don't want to rest is that:
- They might not have had enough play before rest time and they wish to play more;
- The choices for resting at the centre are limited, they don't suit every child's needs and lack of children's agency 
- Some children do not feel tired because they have enough energy.

Hence, my PI question is to support children to regulate their energy and behaviour by adding more agency through providing more quiet play options during rest time.]]> 2023-10-08 07:19:54 UTC https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2736868720 ltyb0702_ https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2736871509  Tested by Hot or Cook Tasks- "Nozadi et al. (2015) used the Tower of Hanoi (TOH; Welsh, 1991) to examine children’s executive function and regulatory skills. The most widely applied questionnaire in the selected
studies is the effortful control scale from the Child Behavior Questionnaire (CBQ; Rothbart, Ahadi,
Hershey, & Fisher, 2001; Brajša-Žganec & Hanzec, 2015; Carrasco et al., 2016; Eisenberg, Taylor,
Widaman, & Spinrad, 2015]). "

Rademacher, A., & Koglin, U. (2019). The concept of self-regulation and preschoolers’ social-emotional development: a systematic review. Early Child Development and Care, 189(14), 2299–2317. https://doi.org/10.1080/03004430.2018.1450251


"Six tasks previously used in other studies (e.g., Allan & Lonigan, 2011; Kim et al., 2013) were selected to represent
“hot” and “cool” self-regulation. Additionally, attentional control, a composite of “cool” self-regulation, was measured
by coding the children's capacity to sustain attention when performing a cognitive task.
Delay of gratification, representing “hot” self-regulation, was assessed by Snack Delay (Kochanska, Murray, Jacques,
Koenig, & Vandegeest, 1996) and Gift Wrap (Kochanska et al., 1996) tasks."

Jusienė, R., & Breidokienė, R. (2019). Preschoolers’ self‐regulation and developmental trajectories of sleep problems in early childhood. Infant and Child Development, 28(6). https://doi.org/10.1002/icd.2158

]]> 2023-10-08 07:28:09 UTC https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2736871509 ltyb0702_ https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2736871743
mindfulness & Yoga: 
"Mindfulness-based interventions have been demonstrated to be effective in promoting self-regulatory skills
and mental health among adults and are thought to be
feasible among children and adolescents (Greenberg and
Harris 2012)."

Razza, R. A., Bergen-Cico, D., & Raymond, K. (2015). Enhancing Preschoolers’ Self-Regulation Via Mindful Yoga. Journal of Child and Family Studies, 24(2), 372–385. https://doi.org/10.1007/s10826-013-9847-6

]]> 2023-10-08 07:28:48 UTC https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2736871743 ltyb0702_ https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2736879517 "Self-regulation is considered a critical component of
school readiness (Blair 2002; Raver 2004), as these skills
facilitate peer acceptance and social success, as well as
academic performance in early elementary school (Blair
and Razza 2007; Ladd et al. 1999; McClelland et al.
2000). There is also substantial evidence that early self-regulatory skills are predictive of children’s successful
adjustment in the longer term, as higher levels of regulation have been linked with positive developmental
outcomes including greater self-esteem, professional
attainment, and better health in later childhood and adolescence (Moffitt et al. 2011; Shoda et al. 1990)."



Razza, R. A., Bergen-Cico, D., & Raymond, K. (2015). Enhancing Preschoolers’ Self-Regulation Via Mindful Yoga. Journal of Child and Family Studies, 24(2), 372–385. https://doi.org/10.1007/s10826-013-9847-6


]]> 2023-10-08 07:48:29 UTC https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2736879517 ltyb0702_ https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2736882423 Children can learn to regulate their their energy and be aware of their health by engaging in quiet play planned around their interests and learn how to engage with their peers with care and respect such as turn taking (Outcome 1.4).]]> 2023-10-08 07:55:36 UTC https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2736882423 https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2744321104 Great to see you thinking about WHY these behaviours are happening, well done.]]> 2023-10-12 23:43:59 UTC https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2744321104 https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2744321911 Yes, there is good rationale here for why SR is important.

]]> 2023-10-12 23:44:56 UTC https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2744321911 https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2744323375 I have serious concerns about your operationalisation of self regulation. This concept (as identified in the definitions you found in the literature) is not about following rules, or being still or quiet.]]> 2023-10-12 23:46:35 UTC https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2744323375 https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2744331099 These are interesting studies, but I'm not understanding how you're going to use these studies to help you with your project.

In all your lit review sections, you've given me quotes. None of this has been put into your own words, so I am not sure whether you actually understand these ideas/concepts.]]> 2023-10-12 23:55:41 UTC https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2744331099 https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2744331740 Your 'desired outcome' sounds very adult centred. It doesn't like this there is a benefit to these children, it sounds like the educators (and maybe the other children) are the ones who are benefiting.]]> 2023-10-12 23:56:22 UTC https://padlet.com/ltyb0702_/qzhmoae1vt92p8y6/wish/2744331740