Participants will explore the process of co-regulation as the foundation for developing self-regulation skills. We will discuss how children learn to regulate with a caregiver's support before gradually building independence to use those tools on their own. Participants will learn specific, empathy-based strategies to calm themselves while helping calm the child, allowing them to shift their focus from correcting behavior to effective co-regulation. At the end of the face-to-face session, participants will be able to identify key co-regulation techniques, apply calming strategies during moments of distress, and foster environments that support emotional regulation.

1.3 Encourages children's development of social and emotional skills
1.3 a. Understands and accepts children’s age-appropriate emotional responses (i.e., crying, tantrums)
1.3 b. Considers temperament and individual differences when interacting with children and planning experiences
1.3 c. Encourages pre/postnatal bonding
1.3 e. Helps children cope with separation and transition
1.3 f. Uses tone, words, and gestures to let children know they are respected
1.3 g. Provides opportunities for children to help, to make choices, and to do things for themselves
1.3 h. Recognizes children’s efforts rather than their accomplishments, intelligence, or personality
1.3 i. Recognizes when children show self-discipline and self-control
1.3 j. Finds ways to help children feel successful, identify and pursue interests, and develop a sense of personal identity
1.3 k. Uses empathy to help children recognize and understand their emotions
1.3 m. Encourages children to value and appreciate each other’s strengths
1.3 n. Helps children build upon their strengths and work on their challenges
1.3 p. Encourages cooperative work or play
1.3 q. Provides families with information and strategies to promote social and emotional development 
4.1 Develops and models genuine, supportive relationships 
4.1 a. Knows and honors the beliefs, values, and traditions of all children and their families
4.1 b. Seeks information from families regarding effective strategies to support individual children
4.1 c. Shows genuine interest in children’s experiences, ideas, and work
4.1 d. Uses a variety of strategies for building relationships such as engaging in meaningful and extended conversations, respecting each child’s uniqueness, using children’s names, being at children’s eye level, and smiling at children
4.1 e. Creates opportunities for children of different races, cultures, languages, abilities, and genders to work and play together
4.1 f. Practices and models responsive, consistent, encouraging, and nurturing interactions that build positive relationships
4.1 g. Uses child observation and assessment to individualize and improve interactions
4.1 h. Recognizes strengths in every child and family and is able to communicate those strengths
4.1 i. Accepts and responds appropriately to feedback from families
4.1 j. Responds and adapts to each child, accommodating his/her temperament, personality, strengths, interests, and development pattern
4.1 k. Encourages children’s independence
4.1 l. Respects children’s choices and supports them in the decision-making process
4.1 m. Engages in self-reflection regarding relationships with children on a regular basis
4.6 Designs and implements activities and strategies to help meet the individual needs of all children in an integrated curriculum
4.6 a. Designs and implements a child-centered environment that encourages autonomy, responsibility, and positive social skills through unplanned and planned activities
4.6 b. Uses ongoing observation and assessment to meet a child’s interests/curiosity, learning styles, temperament, strengths and challenges, family priorities, current environment(s)
4.6 c. Ensures that child-directed and adult-facilitated play and learning are part of the curriculum
4.6 d. Values and encourages inquiry by posing problems and asking questions that provoke children’s thinking and curiosity
4.6 e. Includes comprehensive health and nutritional practices in daily activities and routines
4.6 f. Uses appropriate small group experiences to encourage social interaction and problem-solving
4.6 g. Builds on children’s natural curiosity, deepens children’s knowledge and awareness, and sustains active engagement with ideas and materials
4.6 h. Assists children in applying the skills they learn by including intervention into daily routines and activities
4.6 i. Helps children express ideas and apply prior knowledge by extending an activity in which they show interest
4.6 j. Encourages children to express themselves through visual arts, music, movement, and dramatic play
4.6 k. Provides opportunities for children to practice emerging skills by revisiting experiences and materials l. Uses authentic assessment information to adapt the level of support, strategies, and materials necessary to meet a child’s individual needs
4.6 m. Selects and uses technology and media tools that have a clearly defined purpose and connection to the curriculum; promotes interaction, communication, and collaboration; and is developmentally appropriate

This is a face-to-face training.
Agenda:

• Introduction
• Housekeeping
• What is Co-Regulation and Self-Regulation?
• Learn how adults regulate.
• Strategies to help adults regulate.
• Strategies to help teach children Co-regulation skills, so they can learn to self-regulate.
• Questions/Comments
• Wrap Up
• Technical Assistance Requests