Self-Reg First Looks: An intro into Self-Reg and Early Years Education Brenda Smith-Chant, Trent University Life Bridge Early Childhood Professionals, September 2017

Self-Regulation System to manage energy resources Calories Physical movements Attention & Perception Motivation Goal attainment Over 447 different definitions of ‘self-regulation’

Important! How does the system know where and how to use energy resources? ENERGY NEED = STRESS Stress causes tension that tells the body where to expend energy—aka self-regulation

Our stress system Very primitive system Evolved to protect from harm, deal with lions/tigers/bears, times of low/high food, cold/heat, etc. Part of a very early brain system…

Neuroception “Reptilian brain” responds to “alarm signals” from mammalian (limbic system) Hierarchy of stress response: Social Engagement (really) Fight-or-flight Freeze

04-212 Sound Vision Smell Touch Proprioception Taste Neal Halfon

What is Self-Regulation? How effectively and efficiently a person deals with stress and then recovers Brain responds to stress with processes that consume energy Followed by restorative processes to recover from energy expenditure Last bullet not clear – do you mean “A problem in self-regulation, starting early in a child’s life, is a central factor in the development of each disorder.”

Under prolonged stress Allostatic Load Conditions Body cues to prepare for prolonged negative conditions

Allostatic Load Conditions sudden transitions between energy states prolonged over-activation of SNS and/or PNS inappropriate activation of SNS or PNS (i.e., in situations not warranting a heightened stress response) diminished ability to return to baseline after activation of the stress response

Effects of Allostatic Load Disrupts learning (hippocampus; HPA pathway) Person becomes chronically hypoaroused or hyperaroused Finds it difficult to stay focused and alert Poor interception/exteroception Tendency to see things as more threatening/negative Heightened impulsivity or numbing

Self-reg strategy REFRAME BEHAVIOUR: Distinguish between misbehavior and stressed behaviour IDENTIFY STRESSORS: Consider stressors can occur in all 5 domains (bio, emotional, cognitive, social, prosocial) REDUCE STRESSORS: Calming REFLECT: Look for impact, adjustment, share RESPOND: Acknowledge

Stressors at Life Bridge Biological Visual, auditory, tactile, smell, taste Sleep, eating, environmental Identify, share

Stressors at Life Bridge Emotional Stressors Strong positive or negative emotions Identify, share

Stressors at Life Bridge Cognitive Demands to plan, think, strategic thinking Identify, share

Stressors at Life Bridge Social Co-regulation stressors Impact of the need to regulate others or use others to regulate self Identify, share

Stressors at Life Bridge Prosocial Empathy, social pressures Identify, share

Self-Reg The MEHRIT Centre (www.self-reg.ca ) Materials Online courses

Self-Reg Certificate