National Quality Standard
|QA1||Educational program and practice|
|QA2||Children’s health and safety|
|QA5||Relationships with children|
|QA6||Collaborative partnerships with families and communities|
|QA7||Leadership and service management|
Australian Professional Standards for Teachers
|1||Know students and how they learn|
|3||Plan for and implement effective teaching and learning|
|4||Create and maintain supportive and safe learning environments|
In this module, we focus on how educators can help very young children to learn how to understand, name and manage their emotions, and to begin self-regulating their own behaviour. This work builds on solid relationships between children and educators, and helps children to build strong foundations for learning and communication throughout their lives.
The module will provide you with an understanding of:
- what self-regulation is
- the importance of supporting children to self-regulate their emotions and behaviour
- tips for building self-regulation in children, and
- the role of the educator in supporting self-regulation.
Suitable for early childhood education and care workers at all stages of their careers and particularly for educators working with children aged from birth to 3 years. This module will take an estimated one hour to complete.
Completing Supporting children’s self-regulation: birth to three years will contribute 1 hour of NESA Registered PD addressing 3.3.2 and 3.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
Watch the trailer for Supporting children’s self-regulation: birth to three years below: