Stop, Think, Act

Stop, Think, Act

YaleNews ~ September 28th, 2015 | “Stop, Think, Act: Integrating Self-regulation in the Early Childhood Classroom” offers early childhood teachers the latest research and a wide variety of hands-on activities to help children learn and practice self-regulation techniques. Self-regulation in early childhood, the authors contend, leads to strong academic performance, helps students form healthy friendships, and gives them the social and emotional resources they need to face high-stress situations throughout life.

The book, written by Megan M. McClelland, the Katherine E. Smith Healthy Children and Families Professor in Human Development and Family Sciences at Oregon State University, and Shauna L. Tomineyassociate research scientist at the Yale Center for Emotional Intelligence,  takes teachers through everything they need to know about using self-regulation principles during circle time, in literacy and math instruction, and during gross motor and outdoor play.

Each chapter includes a research base as well as practical, developmentally-appropriate games, songs, and strategies that teachers can easily incorporate in their own classroom. With “Stop, Think, Act,” teachers will be prepared to integrate self-regulation into every aspect of the school day.

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