DESCRIPTION
In this module, we will explore how to best serve each individual child in our care. This includes furthering our knowledge about the types of temperament and categories of sensory processing. By completing this module, you will learn how to create a differentiated classroom curriculum and multiple ways to develop children’s self-regulation skills.

LEARNING OUTCOMES

  • Identify the three major categories of temperament.
  • Describe how individual differences contribute to sensory processing.
  • Design differentiated classroom curriculum.
  • Name three ways to develop children’s self-regulation skills.

HANDOUT
Individually Appropriate Handout

RESOURCES
Books
Friedman, S., Wright, B. L., Masterson, M. L., Willer, B., & Bredekamp, S. (2021). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8, (4th ed). NAEYC.

Siegel, D. J., & Bryson, P. H. D. T. P. (2012). The Whole-Brain Child. Random House.

Tomlinson, C. L. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (2nd ed.). ASCD.

Articles
Activities Guide: Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence
https://developingchild.harvard.edu/resources/activities-guide-enhancing-and-practicing-executive-function-skills-with-children-from-infancy-to-adolescence/

Moses, A. (2021). Individuality and Inclusive Practices for Early Childhood. Young Children, 76(4). Retrieved on December 12, 2023 from
https://www.naeyc.org/resources/pubs/yc/winter2021/inclusive-practices.

NAEYC. Principles of Child Development and Learning and Implications That Inform Practice. Retrieved on December 12, 2023 from
https://www.naeyc.org/resources/position-statements/dap/principles.

Rosanbalm, K.D., & Murray, D.W. (2017). Promoting Self-Regulation in Early Childhood: A Practice Brief. OPRE Brief #2017-79. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, US. Department of Health and Human Services. This brief was funded by the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services under Contract Number HHSP23320095642WC/ HHSP23337035T.
https://www.acf.hhs.gov/sites/default/files/documents/opre/2_early_ch_508.pdf

What Works Clearinghouse
https://ies.ed.gov/ncee/wwc/

Videos
Differentiating in an Early Childhood Inclusion Classroom https://www.bing.com/videos/riverview/relatedvideo?q=early%20learning%20differentiated%20curriculum&mid=7C7B8C09A48C98F153FF7C7B8C09A48C98F153FF&ajaxhist=0

Self-regulation games
https://www.youtube.com/watch?v=H_O1brYwdSY

Sensory Play
https://www.bing.com/videos/riverview/relatedvideo?&q=Sensory+Seeking&&mid=5BD880F077AA02721D575BD880F077AA02721D57&&FORM=VRDGAR

The Sensory Room
https://www.bing.com/videos/riverview/relatedvideo?&q=Sensory+Needs&&
mid=15402587CA296E9D218315402587CA296E9D2183&&FORM=VRDGAR

Understanding Temperament
https://www.bing.com/videos/riverview/relatedvideo?&q=role+of+temperament+in+early+education&&
mid=F61234B13E44D34D89EDF61234B13E44D34D89ED&&FORM=VRDGAR

FOR FURTHER STUDY
Martin Luther College Courses
EDU9101 Early Childhood Basics I

EDU9102 Early Childhood Basics 2

EDU9103 Early Childhood Basics 3

EDU8101 Intellectual, Social, and Emotional Development

EDU8113 Assessment of Young Children 

PED8101 Physical and Motor Development for Preprimary

PSY3010 Child Development (0-8)

SPE2101 Educating the Exceptional Learner