Where the Wild Things Are Coffee Chat Slides.pdf

“Where the Wild Things Are”

Utilizing Music and Play to Support Self-Regulation

Anne Meeker Watson, Ph.D., MT-BC

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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.

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“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/

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.