Although children have typically developed a wide range of Self-Regulation skills by the end of elementary school, educators still play a critical role in encouraging students to further develop their Self-Regulation capacities in adolescence.
Antia, S. D., Stinson, M. S., & Gaustad, M. G. (2002). Developing membership in the education of deaf and hard-of-hearing students in inclusive settings. Journal of Deaf Studies and Deaf Education, 7(3), 214-229.
Greene, J. A., Yu, S. B., & Copeland, D. Z. (2014). Measuring critical components of digital literacy and their relationships with learning. Computers and Education, 76, 55–69.
Cohen, J. (2001). Social and emotional education: Core concepts and practices. In J. Cohen (Ed.), Caring classrooms/intelligent schools: The social emotional education of young children (Chapter 1). New York: Teachers College Press.
Curiosity matters: A resource that explores why Curiosity matters, and how to spark it.
When teachers read a book to students and pause to ask questions, students develop Narrative, Attention, and Syntax skills.
Kaufman, S.B. (2012, May). The need for pretend play in child development. _The Creativity Post. _Retrieved from http://www.creativitypost.com/education/the_need_for_pretend_play_in_child_development
Solving these problems involves setting goals and using relevant Background Knowledge, resources, and skills to generate meaningful solutions.
Creativity is a dynamic and iterative process (mental, material, and/or social) of making new connections, exploring, and transforming the world in new and meaningful ways.
Haynes-Moore, S. (2015). Trading spaces: An educator's ethnographic exploration of adolescents' digital role-play. Journal of Language and Literacy Education, 11(1), 34-46.
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