Artifacts Supporting Goal # 2

As my metaphor illustrates,' Co-Regulation is the Root of Social and Emotional Development', my capstone graduating e-Portfolio focuses on the competencies required to strengthen the co-regulatory abilities needed in order to support children as they are developing their own ability to self-regulate. The chosen artifacts delve into the research that highlights each individual's need for self-awareness and the ability to manage and adapt our own emotions, thinking and behaviors.

Each of the five artifacts presented speaks to the significance and development of adult self-awareness and self-management in order to offer co-regulation to a child.

The first artifact shared Artifact 2A created in EDUC 500 Research Methodology in Education, is a Research Proposal evaluating a pilot project of a parenting psycho-educational group; 'Connecting Through Calm'. The purpose of this proposed study is to determine whether there is an association between the relationship a parent has with their child and their level of understanding of their own ability to self-regulate and be self-aware. The content of the proposed group, inspired and informed by evidenced-based sources, would be a blend of experiential learning and information translation offered within an environment prioritizing learner safety and belonging. The intended outcomes of this experience would be increased parental self-awareness and self-management.

The partnering piece to the Research Proposal is Artifact 2B, the presentation, "Making Sense of the Parent-Child Relationship Through Increased Awareness of Self and Regulation". This highlights the literature reviewed, drawn from numerous extant and current evidence-based resources, all supporting the relevancy of the proposed group focus. The studies suggest that opportunities to reflect on their own history and emotional needs resulted in parental increased self-awareness and emotional regulation. Parents reported an increased understanding of their child’s attachment needs and improved relationship through participation in psycho-educational parenting groups. Caregiver Emotion Coaching is the skill targeted in the groups chosen for the studies such as the ‘Circle of Security’ and 'Tuning in to Kids', both programs aligning with the theoretical construct and philosophy of the proposed "Connecting Through Calm' group.

An exploration of the bi-directional nature of the stress response in Artifact 2C, the paper "Change the Conversations: Effecting Meaningful Social and Emotional Learning Through Supporting Teacher Well-Being" adds to our understanding and lends support to my learning goal. The 'stress contagion' is highlighted as not only teacher 'burn-out' is discussed but the link is made to the impact on the 'teacher-child' relationship. Reconsidering social and emotional learning (SEL) program implementation, this paper also examines literature re-evaluating the practice of prescriptive, modularized curriculum, prioritizing instead the need to support Teacher well-being and build capacity by strengthening the adults' social and emotional competencies.

The final two artifacts shared, created in ECED 531B Supporting Young Children's Social and Emotional Learning in Early Childhood Programs, are Artifact 2D the paper 'Knowledge Translation: Understanding and Reframing the Needs Behind Challenging Behaviors' and Artifact 2E the presentation of the parent workshop 'Parenting Beyond Behavior'.

In both these artifacts, adults are encouraged to suspend their certainty, and consider challenging behaviors from a place of curiosity. Dr. Adele Diamond's (2012) teaching on executive functioning increases our comfort level with this stance, by shedding light on what a child's behaviors might look like when they need more practice accessing these critical skills. With information translation, videos and thought-provoking activities, self-reflection on the adults' own awareness and regulatory abilities is promoted. My intention in this workshop experience is to gently support the adults in becoming more mindful of the role their own ability to be self-aware and to self-regulate may have on the child's stress experience.

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Artifact 2A

Artifact 2B

Artifact 2C

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'To highlight the significance of adult self-awareness and self-management/self-regulation considering that parents, family members, caregivers and educators play a critical role in a child's social and emotional development.'

Artifact 2D

Artifact 2E

1. Siegel, D.J. & Siegel, M.W. (2016). Internal education and the roots of resilience: Relationships and reflection as the new R’s of education. In Schonert-Reichl, K.A. & Roeser, R.W. (Eds.), Handbook of Mindfulness in Education: Integrating Theory and Research into Practice. (pp 47-63).

2. Delahooke, M. (2019). Beyond Behaviors: Using Brain Science and Compassion to Understand and Solve Children's Behavioral Challenges. Eau Claire, WI: Pesi Publishing and Media; Oberle, E. & Schonert-Reichl, K.A. (2016). Stress contagion in the classroom? The link between teacher burn-out and morning cortisol in elementary school students. Social Science and Medicine, 159, 30-37; Siegel, D.J. & Hartzell, M. (2004). Parenting from the Inside Out: How a Deeper Self-Understanding Can Help You Raise Children Who Thrive. New York, NY: Penguin Random House

3. Havighurst, S.S., Wilson, K.R., Harley, A.E., Kehoe, C., Efron, D. & Prior, M.R. (2013). “Tuning in to kids”: Reducing young children’s behavior problems using an emotion coaching parenting program. Child Psychiatry and Human Development, 44(2), 247-263.

4. Havighurst, S.S., Wilson, K.R., Harley, A.E., Kehoe, C., Efron, D. & Prior, M.R. (2013). “Tuning in to kids”: Reducing young children’s behavior problems using an emotion coaching parenting program. Child Psychiatry and Human Development, 44(2), 247-263.; Kimmel, M.C., Cluxton- Keller, F., Frosch, E., Carter, T. & Solomon, B.S. (2016). Maternal experiences in parenting group delivered in urban general pediatric clinic.

Clinical Pediatrics, 56(1), 13-19. doi: 10.1177/0009922816675012

5. Oberle, E. & Schonert-Reichl, K.A. (2016). Stress contagion in the classroom? The link between teacher burn-out and morning cortisol in elementary school students. Social Science and Medicine, 159, 30-37; Schonert-Reichl, K.A. (2019). Advancements in the landscape of social and emotional learning and emerging topics on the horizon. Educational Psychology, 54(3), 222-232. doi: 10.1080/00461520.2019.1633925

6. Moreno, A.J., Nagasawa, M.K. & Schwartz, T. (2019). Social and emotional learning and early childhood education: Redundant terms? Contemporary Issues in Early Childhood, 20(3) 221-235. doi:10.1177/1463949118768040; Schonert-Reichl, K.A. (2019). Advancements in the landscape of social and emotional learning and emerging topics on the horizon. Educational Psychology, 54(3), 222-232. doi: 10.1080/00461520.2019.1633925

7. Diamond, A. (2012). Activities and Programs That Improve Children’s Executive Functions. Current Directions in Psychological Science, 21(5), 335– 341. https://doi.org/10.1177/0963721412453722

8. Oberle, E. & Schonert-Reichl, K.A. (2016). Stress contagion in the classroom? The link between teacher burn-out and morning cortisol in elementary school students.

9 Siegel, D.J. & Hartzell, M. (2004). Parenting from the inside out: How a deeper self-understanding can help you raise children who thrive. New York, NY: Penguin Random House.