The environment is very important to facilitate and help develop self-regulation in young children (see Learning Environment). The environment we are creating with the help of the high school students as mentors, will help to establish an environment that promotes self regulation. The ice breaker activities that will occur at the start of the collaborative sessions will promote self-regulation. Some of the ideas for these activities can be found here. https://self-regulationintheclassroom.wikispaces.com/Games+and+Exercises
There are many different definitions of self-regulation.
Children's ability to manage their emotions, focus their attention, and inhibit some behaviours while activating others (Blair and Razzman 2007; Smith-Donald, Raver, Hayes & Richardson, 2007 as cited in Rimm-Kaufman et al, 2009)
"How effectively and efficiently a child deals with a stress and recovers" Shanker, S. G. (2012). Calm, Alert and Learning: Classroom strategies for self-regulation. Toronto: Pearson.
Handbook of Self-regulation: Research, Theory, and Applications (2004) Baumeister and Vohs present 5 different definitions :
Research is now showing that sports, playing a musical instrument, being involved in the arts, yoga, and martial arts like Tae Kwan Do, all provide enormous benefits for self-regulation (Diamond, 2001).
*Important research to keep in mind and incorporate based on high school students' strengths and interest to lead ice breaker activities during collaboration sessions.
Baumeister, R., and Vohs, K., (Ed.). (2004). Handbook of self-regulation: Research, theory, and application. New York: Guildford Press.
Diamond, A. and Lee, K. (2011). Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old. Science, 333(6045), 959-964. doi:
Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L, and Brock, L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviours in the kindergarten classroom. Developmental Psychology, 45(4), 958-972. doi: 10.1037/a0015861
Shanker, S. G. (2012). Calm, Alert and Learning: Classroom strategies for self-regulation. Toronto: Pearson.