Little Olive Learning Center

When we design for regulation, we reduce the need for discipline.

Congratulations to Spain! 🇪🇸

A special shoutout to Spanish footballer Marc Cucurella, who has used his platform to speak openly about his autistic son, Mateo, sharing the journey of learning to understand him, navigating uncertainty, and advocating with deep love for what his child needs.

Taking turns and sharing in early childhood develops children’s social emotional skills in the early years, helping them to thrive in school and later life.
We see turn taking begin when playing peek-a-boo with babies. But it doesn't end there! Examples of turn taking include: So what does turn taking mean? Turn taking, or the act of taking turns in a situation, conversation, or even means sharing space and time with another individual. Turn taking can look like many things:

💙Speaking and then listening when others speak in a conversation
💙Taking turns in a game
💙Taking turns in line to get a drink from a water fountain
💙Waiting one’s turn in a food like like in the cafeteria
💙Taking turns in speaking during circle time or sharing time in the classroom
💙Taking turns with a favorite toy
💙Waiting while others have an opportunity to receive services such as a food server in a restaurant

For info, tips, and activities to support this social emotional skill: https://www.theottoolbox.com/turn-taking/

It's important to take a strength-based lens when supporting student needs: https://www.theottoolbox.com/student-strengths-in-the-classroom/

Self regulation skills can be a real challenge for kids (and adults!). The Alert Program helps students understand the basic theory of sensory input as it relates to their arousal states, or the internal engine of their body. The primary focus is to help children learn to monitor, maintain, and change their level of alertness so it is sufficient for a situation or task.

The basic premise of the program is that the body is similar to a car engine. When the engine is running in its’ optimal state, things run smoothly. If the engine is running too fast or too slow, problems arise.

Therapists often use “Lightning McQueen” as an example of the fast car who gets into trouble.

One quote from the program that is helpful for children to understand is:

“If your body is like a car engine, sometimes it runs on high, sometimes it runs on low, and sometimes it runs just right.”

The thing to remember is all of the zones are OK! They are not something to get out of or move to another color/zone. It's ok to have an engine running fast or slow. And the just right level depends on the task at hand or environment. Is it OK to be at a high level during a show or at the movies? Not really. Is it OK to be at a high level at recess or when playing? Sure. It all depends. (There are infinite examples)

It's a tool to support function!

Alert Program: https://www.theottoolbox.com/alert-program-self-regulation-program/

There are moments when a child’s fear of separation can look like refusal, clinginess or a need to control every goodbye.

But from the child’s side, it may feel very different.

“I know you always come back. I just can’t hold onto that when my body is scared.”

This morning’s Understanding the Why looks at separation through the child’s voice — the tummy aches, repeated questions, following, clinging and desperate need to keep their safe person close.

Then at 4pm, I will share the strategy-led Supporting the Why: The Strategies — practical ways to help a child slowly build safety and confidence around separation.

If this helps you understand a child differently, LIKE, SHARE and FOLLOW The Contented Child for more child-led explanations that look beyond behaviour.