# “Where the Wild Things Are” Utilizing Music and Play to Support Self-Regulation Anne Meeker Watson, Ph.D., MT-BC --- # Webinar Tips Close any applications that use bandwidth or resources on **1** your device To submit a question, click “Questions” in the webinar panel **2** and type in your question To minimize the webinar panel, click the orange arrow in the **3** upper left of the panel If you experience audio issues, you can switch to “Phone ## 4Call” in the “Audio” section of the webinar panel and use the dial-in information provided. --- # SING. PLAY. LOVE. Kits A creative, joyful, and highly effective program that utilizes books, music, and play to support important **developmental areas and help young** children fall in love with learning. ## bpub.fyi/SPL-Kits --- # Certificates ## Certificates of attendance are available for all webinar ## and recording viewers. More information will be provided at the end of the webinar. --- “I want all young children to love learning.” --- Music can be a powerful tool for intentionally teaching important early learning skills. --- ## Partnering with Families Early childhood professionals and families can work together to share materials and strategies with children so they will learn important things. --- # Kindergarten Teachers Half of children entering kindergarten demonstrate the social, emotional and self-regulatory skills that will help them to adapt and learn during kindergarten. --- Skills that predict School Success of Kindergartners - Critical listening - Visual memory - Cooperation - Inhibitory control --- # Self-regulation skills are the most important predictor of school success through third grade. --- **Music-Based** **Instruction** Utilize songs, picture books, play activities, music videos and other strategies and supports to help young children learn and grow. --- # SOCIAL-EMOTIONAL LEARNING Kit **Songs for Social-Emotional Learning** By Anne Meeker Watson, Ph.D., MT-BC --- What are the key three skills **Learner Outcome One** for supporting self-regulation? --- How can we as educators generalize intentional learning **Learner Outcome Two** opportunities across the routines and environments in a child’s day? --- ## Learning Across ## the Day - Learn and practice self-regulation skills in meaningful context - Support learning for every child, but provide powerful support for some children who struggle with challenging behaviors --- # Self-regulation --- SELF-REGULATION The ability to monitor and manage feelings, thoughts and behaviors R. A. Barkley (2004) --- Reduce the frequency and intensity of strong impulses by managing stress and recovery ## -- S. Shanker (2016) --- ## Emotional Regulation Self-regulation Mutual regulation --- # Children learn # through one-to-one # interactions with caring # adults --- # Musical Joint Action Routine Interactions which follow a predictable and logical sequence of events, use the same form of words each time, and are repeated on a regular basis. --- # THE KEY THREE Mental Flexibility Working Inhibitory Memory Control Self-regulation [https://developingchild.harvard.edu/science/key-concepts/executive-function/](https://developingchild.harvard.edu/science/key-concepts/executive-function/) --- # WORKING MEMORY The ability to keep information in your mind for a short period of time and be able to use the information in your thinking --- # Working Memory - Focus - Remember expectations, rules, directions - Anticipate transitions and routines - Generalize learning in one setting to another setting --- # Social Story # What are “Social Stories?” Describe a situation, skill or concept in a patient and reassuring manner that is easily understood by young children --- # AUDIATION Mentally hearing and comprehending music, even when no physical sound is present. *Thinking songs* --- ## "Through the process ## of audiation, we sing ## and move in our ## minds, without ever ## having to sing and ## move physically.” **Edward Gordon (1997)** --- # Singable Social Stories Listening Body Bee-ing Me Solutions Song I am Noisy Play with Me How Do You Feel? Raise Your Hand Circle Time --- # BEE-ING ME ## Learner Goal: I can follow rules, routines and transitions. --- # BEE-ING ME ## Signed words SAFE RESPECTFUL/KIND RESPONSIBLE BEST --- # BEE-ING ME *Let’s sing and sign this song together.* --- # BEE-ING ME ## Music Video Let’s sing and sign as we watch young children demonstrate safety, respect, and responsibility. --- How can we generalize intentional learning opportunities **Learner Outcome Two** across the routines and environments of a child’s day? --- # Learning Across the Day “You are respecting your friend’s space. That is very respectful!” --- # Perfect pairings --- # THE KEY THREE Mental Flexibility Self-regulation --- # MENTAL FLEXIBILITY The ability to adapt to # changing tasks or # problems --- # MENTAL FLEXIBILITY # Can shift sets Let go of old way and try a new way --- Make the unpredictable predictable --- # Other children --- # Solutions Song ## Learner Goal: **Songs for Social-Emotional Learning** I can solve my problems. By Anne Meeker Watson, Ph.D., MT-BC --- # INHIBITORY CONTROL ## The ability to voluntarily ## inhibit attention or behavior --- # WHITE SHEEP AND BLACK SHEEP ## Learner Goal: I notice the thoughts and feelings I am experiencing as I sing this calming song with my caring adult. --- **Sometimes** **being quiet** **is hard.** --- # WHITE SHEEP AND BLACK SHEEP **Signed words** SHEEP WALK STOP WHERE? BIRD SNUG/HUG/HOLD BUTTERFLY REST/SLEEP BABY TREE SMILE FLOWER TURN–OFF-LIGHT --- # WHITE SHEEP AND BLACK SHEEP ## Music Video Let’s sing and sign as I gently entrance you with my instrumentation and beautiful story characters. --- # Learning Across the Day ## Turn off your voice and ”sing” the song with your hands. ## Turn off your voice and give other directions throughout the day in your special ASL “love language.” --- How does music help young children successfully participate in a group activity? --- # Music demands # time-ordered behavior. --- # Music to calm and alert --- # Music to Promote Self-Calming Utilizing the structure and predictability of music to help a child become peaceful and manage emotions. --- # Practicing Inhibitory Control and Executive Function Ready – ONE. Ready – TWO. Ready – THREE. **GO!** --- # Children with challenging # behaviors --- # Caregivers and teachers with challenging behaviors --- # Individualize --- # Children with special needs --- --- # Universal strategies --- # Prioritize --- # Circle Time Lesson Plan --- ### Your special part: ### 1. Sing, sway and sign the word FRIEND. ### 2. Join me for the kick-line at the end. --- # Do You Want to be Friends? It’s no fun playing all by myself. I’d like to play with you. I know that you like books and blocks. And I like those things, too. I have a plan for you and me to laugh and to pretend. I’ve got to get your attention ‘cause I really need a friend. --- # Do You Want to be Friends? Do you want to be friends? We will share our toys. **Friends can be girls or boys.** **Friends know how to go with the flow.** Please say hello to my friend. We will smile and share. **Friends can play anywhere.** **Friends know listening matters a lot.** I ‘m so glad I’ve got you, my friend. We are friends. We are friends. --- # Do You Want to be Friends? To make a friend you need to be a friend, ‘Cause friends are gentle and kind. I’ll help you and you’ll help me. I will follow and you will lead. *Stand up and get ready to KICK!!!* --- # Do You Want to be Friends? I can hardly wait. **Friends.** For our next play date. We’re friends. We are friends. We are friends. --- # Do You Wanna Be Friends? Coming in 2022! New SING.PLAY.LOVE. Book Learner Goal: Friendship skills --- # Coming soon! # SING.PLAY.LOVE. a little. Or a lot! # Educator Kits ## bpub.fyi/SPL-Kits --- # Your SOCIAL-EMOTIONAL LEARNING Kit **Songs for Social-Emotional Learning** By Anne Meeker Watson, Ph.D., MT-BC --- # Questions? ## www.SingPlayLove.com