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I was introduced to this great Canadian Website called CSRI-Canadian Self-Regulation Initiative.  It is sponsored by the governments of Ontario, BC, and the Yukon.

There are a variety of articles, Webinars, videos, and resources around self-regulation and health.  I have highlighted a few items that are very applicable for the Kindergarten Classroom.

PDF download, on a Self-Regulation Booklet by Stuart Shanker

There is agrowing interest, and debate, about the ways in which our development, our brains, our behaviour and our attitudes are connected. Importantly self-regulation has been identified as a key factor in wellbeing, learning and development. Dr Stuart Shanker provides us with a discussion of his research in this area and the implications this has for supporting the development of children in general and the applications to learning environments.”

A webinar on self-regulation – “From Rules to Relationships – Exploring the Connection Between Classroom Practice and Self-Regulation”.  This features an ECE and Teacher from Kenora in NorthWestern Ontario.


Looking at both fine and gross motor development, here is a list of ideas that can be set-up outdoors or in the gym. .  You will also find a list of ideas to implement in centres that will develop the fine motor muscles in the hands and spacial awareness.

When looking at the educator’s role for overall good health both nutrition and physical movement should be integrated into your program.  We always discuss nutrition during morning snack and what healthy foods should be eaten first.  At least 2-3 times a month we cook with children.  Last year we planted our own garden and from that we made a salad to share.  We have made pasta, soup, tomato sauces, hot snacks to show the children that simple ingrediants can make good food.  For some it was an opportunity to try new things!  I access free resources from Dairy Farmers of Ontario and send them home with children for parents to read.  Your local health unit website should also have some resources that can be downloaded for distribution.  Gym or DPA should be done daily.  There are also some great resources from the Ophea website with lesson plans and ideas on how to include safe and inclusive physical activity instruction.

A question that often comes up for children in the full-day everyday program is the opportunity to have downtime.  The article makes some good reference points to providing a quiet time after physical activities;

Everyday, there needs to be time for physical activity and movement whether that is outdoors, inside in the gym, or in a designated space in the classroom. The schedule of the day should be structured with a balance of active and quiet time. Quiet times are important after vigorous exercise so children do not become overtired and over-stimulated. .

My ECE partner and I have learned to gage what the students need.  Sometimes it was just dimming the lights at playtime, using soft zen music, or an extra story time with lights out, just to give our bodies calming time so that they can regroup and carry on with learning.


To help teach our full day kindergarten students how to keep our hearts healthy, we have been talking about the importance of exercise and activity.  To reinforce this, we did an art project.

On red paper, we traced out large hearts.  We had the children cut them out (helps with their fine motor skills too).  We had several pictures of people exercising, and playing outdoors.  We also had a few pictures of activities that don’t help our hearts like a television, computer, and video games.  Once the children finished cutting the heart out, they glued on pictures they thought would help keep their hearts healthy.

Once the hearts were dry, we hung them out in the hallway so we could remind the other students in the school how to be active and healthy!