Chapter 4: Self-Regulation & Observation
ECE5J Course Learning Outcomes
- Use observation to make interpretations regarding brain development.
- Utilize a variety of observation techniques to enhance work with children and families.
To truly practice self-regulation ourselves and nurture self-regulation in our students, we must first understand the importance of observation.
Observation requires us to stop
and notice 
Observation is a challenging skill in our fast-paced lives, and with the inundation of technology, it has become even more of a challenge.
Growing Activity: Sit Spot
Find a spot outside, and sit on the ground in your ‘sit spot’ for 10 mins. You can put a timer on to help you. Do not have any distractions (phone, paper, etc). Just sit and observe. As you observe, think about the following:
- What do you notice?
- What do you see?
- What do you feel (physically and emotionally)?
- Focus on the colours, textures and sounds you hear.
When your timer goes off, describe what you observed during your ‘sit spot.’ Did you see things you often overlook? Or maybe you noticed something you never observed before?
This activity highlights the importance of observation and how we often ‘see’ but don’t ‘observe’.
Dig Deeper: What is the difference between ‘seeing’ and ‘observing’?
Observation requires us to pay attention to the small details of a child. How are they manipulating a loose part? Where are they drawn to in their play? What facial expressions do they have when engaged in play?
Observation is the first step in fostering self-regulation and observing the child and their interests. Observation is imperative to noticing small changes in behaviour and becoming observant about each individual child.
Every child is unique, and every child deserves to be observed individually. Observing a full classroom is very different than observing each and every child individually in that classroom.
When we think about self-regulation, we need to think about the importance of giving every child the time needed to truly observe each individual child. Only in careful observation, can we notice the small changes in a child, especially when it comes to behaviour.
Through observation, we can gather information about a child, including but not limited to environmental concerns, triggers, preferences, strengths and areas requiring strengthening.
Observation leads us to better understand a child and, therefore, better support a child in developing their own self-regulation.
Observation also allows us to observe ourselves and our impact on children.
Reflect
When the fluorescent lights are on in our classroom, does that impact a child’s energy? What happens when we turn off the lights and just have the sunshine through the windows? Is there an impact on children when they have opportunities to move their bodies, or different types of seating available? When your tone of voice changes, what is the impact on the child?
Observation is about reflecting on both the child and ourselves. It is about noticing the big and small changes in order to cultivate a classroom that supports every child in their own continuum of self-regulation.
When you participated in your sit spot, you likely found yourself noticing new details around you. Perhaps details that you would not have noticed before or never had the time to observe. Observation and self-regulation are about finding the time to observe every child so that you can notice changes and adapt your classroom to better support children in their self-regulation journey.
