Poppy has arrived at nursery to find her favourite space, the soft play area isn’t available. Changes in her routines can be hard for her.
Good for looking at
- Managing emotions
- Co-regulation
- Self-regulation
- Self-calming
- Resource accessibility
Reflect
- Poppy co-regulates, then self-regulates, using her developing memory of play to help herself calm. Repetition from adults and resource accessibility is facilitating this.
What self-calming behaviours have you established with your children through co-regulation, repetition and resource accessibility?
- Upset is acknowledged
- Calms with a favourite resource (book)
- Upset again
- Brief interest in a sensory box presented by practitioner
- Calms with book again
- Calms with jigsaw
- Travels with these two happy resources
- Distraction through environment includes finding other children to watch
- She has learnt her environment well and the opportunity for transporting resources has helped.
- Undisturbed by a loud environment, when soft play is available.
- Is Poppy drawn to proximity of others when climbing the soft play?
- Her interesting peers is confirmed when she move to the safety net.
- We see Poppy tolerating and also upset by other children taking her jigsaw pieces. Why might this be?
- A final upset after looking for more jigsaw pieces in the empty box and Poppy seeks out a practitioner playing with another child, again quickly calming. Trust has been established towards the adults in the setting.
