A child's ability to self-regulate shapes everything from how they cope with a change in routine to how ready they are for the transition to school. For some children, this comes together steadily. For others, stress and overwhelm can show up as behaviour that's easy to misread.
In this practical course, Dr Louise Porter and Sandi Phoenix explain what self-regulation involves, how stress and trauma responses present in young children, and how movement, rhythm and predictable routines support a developing nervous system. You'll come away with a relationship-based approach you can trust, and practical strategies to help children feel safe, connected and ready to learn.
Across seven video-based sessions, plus a bonus workshopping session, you'll explore these ideas in depth, supported by handouts, additional readings and hands-on activities, so you finish the course with confidence to put your new knowledge into practice. A certificate is provided on completion.
You already have a foundation in early childhood practice. Now you're ready to go deeper into the self-regulation and school readiness skills that underpin children's wellbeing and long-term success.
Early childhood educators from Certificate III to Diploma level and beyond
Educational leaders and directors wanting to guide their team's practice
Educators who want to move beyond behaviourist strategies toward a relationship-based approach
Anyone ready to deepen their understanding of self-regulation, executive function and school readiness
Welcome and how to use this platform
FREE PREVIEWStudent walk through video
Course Agreement and IP Notice
Acknowledgement of Country
FREE PREVIEWAbout Your Facilitators
FREE PREVIEWFAQ
A quick check-in
FREE PREVIEWReadings
Welcome
Brain Development and executive function in the early years
Theory of constructed emotions
Activity: Theory of constructed emotions
Activity: Pause and Reflect
Gathering sensory data
Activity: Draw a Sensory Mind Map
Activity: Draw a Sensory Mind Map
Gathering sensory data continued
Building resilience through needs-based practice
Emotional development in the early years
Purpose of emotions
Activity: Thoughts in disguise
Activity: Thoughts in Disguise
Fallacies about feelings continued
Emotional Regulation
Emotional Regulation and the strategy of defusion
Beyond emotional literacy to 'Needs literacy'
Activity: Indicators of full and empty cups
Activity: Indicators of Full and Empty Cups
Beyond emotional literacy to 'Needs literacy'
The impact of trauma and stress
Take a moment
Activity: Reading the response
Cortisol - not a bad guy
The perfect storm
Neuroplasticity
Nutrition as fuel for the brain
Sensory integration, movement and the brain
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We'll explore together
You'll walk away with
Brain development and executive function in the early years
Greater confidence supporting children's transition to school
Emotions, emotional regulation and needs literacy
A relationship-based framework you can apply from day one
How stress and trauma responses show up in young children
Practical activities for reading a child's response and helping them feel safe
Attachment, friendship and social skills, including conflict resolution
A model for teaching social skills that holds high expectations
Schematic play, risky play and flow as supports for autonomy
Noticing, naming and nurturing language you can use in child-led play
Reflective practice, the EYLF and leading change in your service
A professional action plan, and a library of readings to return to any time
Practical by design
Every concept is grounded in what it looks like in your room, on a Tuesday afternoon.
Fits around real life
Short lessons and a full year of access mean you can learn at a pace that suits you.
Builds skills that last
A deeper understanding of self-regulation and executive function stays with you, from one group of children to the next.
An approach you can stand behind
You'll finish with a relationship-based approach and the evidence to explain it to families, colleagues and assessors.
You'll explore how to
Understand self-regulation as a developing skill children grow into with the right support
Embed movement, rhythm and predictable routines as everyday supports for children's nervous systems
See resistance as information, and support children to meet their needs for themselves
Build children's self-efficacy and thinking skills in everyday moments
This course supports educators to demonstrate the following against the National Quality Standard (NQS). For early childhood teachers, it also supports the Australian Professional Standards for Teachers (APST), shown here with the Graduate career stage descriptors.
Each child's agency is promoted, enabling them to make choices and decisions that influence events and their world.
Critical reflection on children's learning and development, both as individuals and in groups, drives program planning and implementation.
Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.
The dignity and rights of every child are maintained.
Children are supported to collaborate, learn from and help each other.
Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Identify strategies to support inclusive student participation and engagement in classroom activities.
Demonstrate knowledge of practical approaches to manage challenging behaviour.
Ready to sign up! Select either an individual ticket or a bulk enrolment of up to 20 of your team
Regular price
