1. LEARNING TO COPE: the role and development of self-regulation

2. “ Coping is adapting to challenges - meeting new people, dealing with frustrations, managing fears and stress, and accommodating new situations. Coping is the foundation for social, emotional and cognitive competence. Systems that regulate emotions, attention and behaviour establish our capacity to cope with challenges and set the foundation for our capabilities.” Coping & Competence module in The Science of Early Child Development (2008) Winnipeg, MB., Red River College

3. Self-regulation  Regulatory processes are rooted in our neural circuitry and influenced by genes, experiences and environments in early life.  Regulatory systems (emotional, behavioural and attentional) gradually organize and integrate to establish an individuals’ ‘ways’ for self- regulation.  Social environments have a particularly long- lasting impact on the capacity to cope and be competent.

4. Agree or Disagree? Emotional development often receives relatively less recognition as a core emerging capacity in the early childhood years? National Scientific Council on the Developing Child. (2004) Working Paper #2

5. Megan Gunnar Studies on stress reactivity systems Video: The ‘tasting game’ Video: Peer relations and stress

6. Stefan and Tatijana 1.Compare Stefan and Tatijana’s experiences in preschool; their peer relations, sense of competence and possible stress. 2.As cortisol levels tend to increase during the day in young children, what might be the impact of increased cortisol levels for each child? 3.As Gunnar states, child care can be viewed as a ‘normative challenge for children’ so what can ECD programmes do to alleviate some of the stress of these challenges?

7. Video: Dan Keating Identify the many ways the two main components identified by Dan Keating – nurturance and stimulation – are included in the International Pedagogical Standards?

8. International Pedagogical Standards  Interactions  Families and Communities  Inclusion, Diversity, and Values of Democracy  Assessment and Planning  Teaching Strategies  Learning Environment  Professional Development