Approaches to Learning and Self-Regulation Handout

Five Domains of Readiness Approaches to Learning and Self-Regulation Handout The following handout is intended for teachers to document observations for the Kindergarten Individual Development Survey (KIDS) Approaches to Learning and Self-Regulation Domain.

ATL: REG 1: Curiosity and Initiative in Learning Child explores the environment in increasingly focused ways to learn about people, things, materials, and events.

When will I observe? How do I plan to collect evidence? ______

Whom will I observe? This observation took place: ______

Building Integrating

Earlier Middle Later Earlier Middle Later

Explores through Explores by engaging in Carries out simple Carries out multi-step Carries out experiments Finds out about things, simple observations, specific observations, investigations using investigations using a variety with things or materials people, or events by manipulations, or by manipulations, or by familiar strategies, tools, of strategies, tools, or by systematically comparing multiple sources asking simple questions asking specific questions or sources of information sources of information modifying actions and of information, including experiments, books, and reacting to the results pictures, and asking questions

ATL: REG 2: Self-Control of Feelings and Behavior Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time

© Illinois State Board of Education, measure reproduced with permission for educational purposes only When will I observe? How do I plan to collect evidence? ______Whom will I observe? This observation took place: ______

Demonstrates capacity to Expresses strong Uses simple strategies Uses socially appropriate Uses self-control Uses mental strategies (e.g., regulate emotional or feelings through (e.g., leaving a strategies (e.g., negotiation, strategies to regulate changing goals, reappraising behavioral reactions in constructive forms of difficult situation, offering compromise, verbal feelings and behaviors the situation) to manage some moderately stressful communication, seeking an alternative toy to a reminders to self) to regulate in order to prevent self emotions, with some situations, occasionally the assistance of familiar friend) to regulate own own feelings or behaviors from acting impulsively success needing adult support adults when needed feelings or behaviors

ATL: REG 3: Engagement and Persistence Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time © Illinois State Board of Education, measure reproduced with permission for educational purposes only

When will I observe? How do I plan to collect evidence? ______Whom will I observe? This observation took place: ______

Returns to activities, Continues self-selected Continues self-selected Works through including challenging ones, Pursues simple multi- Completes complex activities with adult activities on own, challenges on own on multiple occasions to step activities, multi-step activities, support, even though seeking adult support to while engaged in practice a skill or to following the steps making and adjusting interest briefly shifts to work through self-selected complete the activity through to completion plans as needed other activities challenges activities

ATL: REG 4: Shared Use of Space and Materials

© Illinois State Board of Education, measure reproduced with permission for educational purposes only Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time

When will I observe? How do I plan to collect evidence? ______

Whom will I observe? This observation took place: ______

Shows awareness that Maintains control Follows expectations or Offers to share Shows concern about Engages in sustained other children might want of some preferred materials, procedures for sharing, space or materials everyone being treated fairly collaborative activities to use materials by taking allowing others to use the most of the time, without with others in the in collaborative activities that involve mutual action to control the rest, but will need adult adult prompting absence of explicit with others assistance materials support to share preferred expectations for materials with other children sharing