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Dr. Peddle's Classroom Edit display name

  • Devonshire Elementary School
  • Columbus, OH
  • More than a third of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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Neurons to Neighborhoods: The Science of Early Childhood Development, Shonkoff and Phillips (2000) define self-regulation as a child’s ability to gain control of bodily functions, manage powerful emotions, and maintain focus and attention. The growth of self-regulation is paramount in early childhood development and is visible in all areas of behavior. When caring for prek students, parents and teachers act as extensions of or supports for the child’s internal ability to regulate. To ensure that children are prepared for further growth, we must then teach children to self-regulate and apply their skills in settings that are unfamiliar. Further, NAEYC acknowledges that when teachers and parents have difficulty understanding a child, their emotions, or their regulatory needs, their development is challenged and may have detrimental effects on their supplemental matriculation through social and emotional development. This grant will assist me in creating a soft space for students. A soft space for students that includes beanbags and soft seating will: • Allow students a safe place to regulate their emotions • Allow students a safe place to conduct one on one meetings to express emotions • Allow students a safe place to explore emotions and glean a sense of security The social emotional books and feelings bears will: • Provide students who are less verbal the opportunity to express emotions with accurate portrayals of regulated emotions (The bears will give students the chance to model and apply skills they’ve learned • Provide students a chance to make intra and inter personal connections with regard to emotions • Provide students a model to support instruction in a way that is meaningful for each child while differentiating for each student.

About my class

Neurons to Neighborhoods: The Science of Early Childhood Development, Shonkoff and Phillips (2000) define self-regulation as a child’s ability to gain control of bodily functions, manage powerful emotions, and maintain focus and attention. The growth of self-regulation is paramount in early childhood development and is visible in all areas of behavior. When caring for prek students, parents and teachers act as extensions of or supports for the child’s internal ability to regulate. To ensure that children are prepared for further growth, we must then teach children to self-regulate and apply their skills in settings that are unfamiliar. Further, NAEYC acknowledges that when teachers and parents have difficulty understanding a child, their emotions, or their regulatory needs, their development is challenged and may have detrimental effects on their supplemental matriculation through social and emotional development. This grant will assist me in creating a soft space for students. A soft space for students that includes beanbags and soft seating will: • Allow students a safe place to regulate their emotions • Allow students a safe place to conduct one on one meetings to express emotions • Allow students a safe place to explore emotions and glean a sense of security The social emotional books and feelings bears will: • Provide students who are less verbal the opportunity to express emotions with accurate portrayals of regulated emotions (The bears will give students the chance to model and apply skills they’ve learned • Provide students a chance to make intra and inter personal connections with regard to emotions • Provide students a model to support instruction in a way that is meaningful for each child while differentiating for each student.

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