This measure focuses on how consistently the teacher encourages children to follow rules and routines that help children learn to regulate their own behavior. This can include signaling transitions between activities (for example, teacher begins singing a cleanup song so that the children will begin putting up their toys). The measure also includes teachers taking time to refer to the sequence and structure of the day (e.g., “We’ll be having nap time after lunch”) and balancing structured and unstructured playing and learning opportunities. Rules and routines should be age-appropriate for the children to follow. For example, preschool children may use a center management system to choose the centers they want to explore in an organized fashion; such a system would not be appropriate for young toddlers.
Category: Category 2: Teacher-Child Interactions
Subcategory: Support for Children’s Regulation
Examples
In this section you will find videos, images, and/or documents that can be used to better understand this measure. These examples can also be used in conversations between mentors, directors, and/or teachers to discuss how the program's current practices compare to these examples.
Video Example
In this short clip, watch as the teacher calmly gives a reminder to the child by stating how to successfully sit in a large group setting.
Age(s): Preschool
Video Example
In this short clip, watch as the teacher calmly gives reminders to the children of how to sit and listen during a shared reading activity.
Age(s): Preschool
Video Example
Watch as the teacher calmly redirects and reminds a child where to keep their hands during story time.
Age(s): Preschool
Video Example
Watch and listen as the teacher notices a child laying down during circle time and calmly provides a logical consequence for their behavior choice.
Age(s): Preschool
Video Example
This teacher gives an excited group of students a calm reminder to help them sit correctly on the carpet.
Age(s): Preschool
Video Example
In this short clip watch as the teacher notices a child is no longer paying attention in the activity and asks a question to redirect their attention back to the activity.
Age(s): Preschool
Video Example
In this short clip, watch as the teacher calmly gives a reminder of behavior expectations for the activity and consequences for those who break the rules.
Age(s): Preschool
Video Example
In this short clip watch as the teacher provides additional support for a student by drawing attention to the established rules and routines of the classroom.
Age(s): Preschool
Video Example
Children need routines, procedures, rules, and transitions that are thoughtful and consistent. When children follow a schedule, they know what to expect from their day and can better self-regulate. This resource will help you better understand how having consistent rules and routines helps children develop self-regulation and independence.
Age(s): Toddler, Preschool
Video Example
In this video, you will see teachers encouraging self-regulation by implementing and consistently following classroom rules and procedures. You will notice that the children are aware of expectations as proof that these routines occur regularly.
Age(s): Toddler, Preschool, School-age
Practice Opportunities
These resources include tips, strategies, activities, or specific tools related to this measure that programs can put into practice.
Publication
A high-quality classroom intentionally supports children’s social, emotional, and behavioral regulatory abilities. This collection of classroom management tools will help practitioners create a structured, predictable environment to help prevent conflict and enable children to manage themselves successfully.
Age(s): Preschool, School-age
Publication
Early childhood education setting are usually a child’s first communities out of their home. The character of these communities is very significant in children’s development. This article shares strategies to support practitioners in creating caring communities for children.
Age(s): Infant, Toddler, Preschool, School-age
Publication
Early childhood teachers and providers play an important role in nurturing children’s social and emotional development. Supporting children’s social and emotional development can be both rewarding and challenging. Critical to providing support is having realistic expectations of children’s development at different ages. This resource will support teachers in fostering healthy social and emotional development in the children (infant/toddler/preschooler) in their care.
Age(s): Infant, Toddler, Preschool
