Concept 1
What is Regulation?
Introduction
The Zones of Regulation is all about developing regulation skills and competencies. But what exactly is regulation and how does it impact our well-being? In Concept 1 (C1), learners explore concrete examples of regulation, such as adjusting the speed of a fan or controlling the temperature of water from a faucet. We explain how regulation also helps us have more control over how we manage our feelings, energy, and behavior. It is important that learners understand the basics of regulation as they move on to later Zones Concepts on regulating their own Zones.
We are using the broader term “regulation” with learners rather than “self-regulation” because it captures the fluidity between both self-regulation and co-regulation. Gaining support from others (co-regulation) is something we all need, regardless of our age or development. Refer to Adult Learning Module 1: What is Regulation? or Chapter 1 in Getting Into The Zones of Regulation for further information.
Learning Targets
- I can use the word “regulate” in a sentence.
- I can describe one or more ways a person can regulate themself.
Vocabulary
Regulate: To adjust, manage, or control something so it works well.
Well-being: Feeling well, healthy, comfortable and/or successful.
Behavior: A person’s actions.
Key Climate Practice
Use the word “regulate” in context throughout the day and week.
- Hands On: Use real objects, such as a fan (Hook); sink and remote-control vehicle (Regulation in Action) to reinforce content.
- Vocabulary: Pair new terms with alternate synonyms/expressions to develop familiarity. Regulation- adjust, control, take care of, change. Well-being- feeling well, feeling good, healthy.
- Activity Exchange: Replace the Group Activity with a Gear 1 Activity: Regulation Match or Regulation Scavenger Hunt
- Pare It Down: Consider skipping the “Regulating Feelings and Behavior” slide.
- Check for Learning: See Alternative Formative Assessment options in the Concept Guide.
Books to Support Early Learning
Sometimes I Need… Helping Kids Care for Their Hearts, Minds & Bodies
by Gabi Garcia; illustrated by Bianca Nita
- What are some needs we learned about in the book?
- How does taking care of regulating our needs make us feel?
You are Healthy
by Todd Snow and Melodee Strong
- Which healthy activity do you do?
- How do you regulate your (hunger, thirst, movement) to feel healthy?
Each Concept Guide includes tips for accessibility. Look for ‘Scaffolding Learning’ and ‘Alternative Activities’ for specific ways to adapt and differentiate instruction as you move through each Interactive Presentation. These tips include strategies for introducing new vocabulary, enhancing communication, connecting to prior knowledge, and engaging in non-digital activities, all aimed at helping learners across a developmental spectrum build understanding.
Some learners may be hesitant to engage in the regulation activities where we are pretending to control or regulate one another. Do not force learners to participate.
Well-being is thought about and represented differently across cultures. Consider, asking and discussing what well-being looks like and feels like for each of us and for our family and community.
- Group Activity: Guess What I’m Regulating (1 per group, pre-cut cards)
- C1 Check for Learning (1 per learner)
- C1 Bridge (1 per learner) Spanish Version
- Geared Activity(ies) of choice (quantity will vary)
- Intro Curriculum Letter (1 per learner) Distribute to caregivers and support team members. Spanish Version
- Zones of Regulation Digital Curriculum Glossary (1 per learner) Distribute to caregivers and support team members. Spanish Version
Self-Awareness
Self-Management
Social Awareness
Responsible Decision Making
Relationship Skills
Pacing Suggestions
For 20-30 Minute Sessions (Aligned to Interactive Presentation Table of Contents)
DAY 1
C1 Introduction
- Learning Targets & Key Vocabulary
- Hook: Controlling a Fan, Your Turn
C1 Core Lesson
- What is Regulation?
- Digital Activity: Regulation in Action
- Digital Game: Exploring Ways We Regulate
DAY 2
- Video: Regulating for Well Being
- Group Activity: Guess What I’m Regulating
DAY 3
C1 Geared Activities
C1 Wrap Up
- Review & Check for Learning
- Remember
Concept Resources
Presentation Guide
Interactive Presentation
Group Activity
Check for Learning
Bridge
Spanish Version
(See also Intro Curriculum Letter Spanish Version)
Geared Activities
For guidance on selecting activities, see the Geared Activity Overview from the Getting Started page.
Gear 1
Gear 2
Gear 3
Zones Visuals
Spanish Version
Extend Learning
Additional Zones Climate Practices
Model it: On an ongoing basis, point out examples of ways you are personally regulating yourself. For example, if you are thirsty, you regulate by drinking out of your water bottle. If you are tired, you regulate by stretching.
Expand vocabulary: Add the vocabulary words “regulate,” “well-being,” and “behavior” to your word wall or vocabulary list (if applicable). Use them in academic discussions and conversations with learners.
Teachable moments: Ask learners to pay attention to times when they regulate things around or within their body. This can include adjusting or controlling an object with a meter or toggle switch or doing something to affect their body. If comfortable, have them share their experiences with others.
Reflect: At the end of the week, facilitate a discussion around regulation. Ask, What have you regulated this week? Who wants to share one way you regulated something? How about one way you regulated your body?
Bridging The Zones
Share the C1 Bridge (Spanish Version) with families, caregivers, and other team members.
More Zones Resources
Getting Into the Zones of Regulation is a print book alternative to the Adult Learning Modules found in this platform, which includes the foundational knowledge you need to teach the Zones with fidelity. This guide orients you to the next evolution of The Zones of Regulation theory and methods.