How a child is cared for in the earliest months and years of life, pre-birth to three or so, can foster the implicit development of what will be seen as self-discipline in the preschool years and later. In this workshop, participants will have the opportunity to connect the dots between respectful, attuned caregiving, self-initiated activity, authentic communication and the development of self-regulation, the necessary precursor to healthy self-discipline.
We will explore the basics of Dr. Allan Schore’s Regulation Theory, which integrates Bowlby’s classical Attachment Theory and modern interpersonal neurobiology, as well as practical ways to put it into practice in the home or anywhere infants and young children are being cared for. The Educaring Approach, which will be referred to, offers replicable strategies and tools for building the secure relationships that form the basis for children to develop into to peaceful, cooperative and confident people who exhibit the benefits of self-discipline.
Learning Objectives:
1. Describe how self-regulation and self-discipline are different.
2. List the components of self-regulation, according to Allan Schore’s Regulation Theory.
3. Explain three ways to facilitate self-regulation in daily interactions with infants and toddlers.
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