SOCIAL-EMOTIONAL TIPS: SUPPORTING REGULATION IN JANUARY

Returning from winter break can bring big feelings. Try these simple supports:

• Reconnection First: Warm greeting, extra snuggles, and a few minutes of play help children feel grounded before routines begin.

• Slow Transitions: Use visuals, gentle reminders, and simple choices to support calm cooperation.

• Co-Regulation Tools: 

  • Infants: Humming, rocking, predictable routines

  • Toddlers: Label feelings, breathe together

  • Preschoolers: Cozy spaces, sensory tools, simple breathing

• Quick Regulation for Adults: Pause for a few deep breaths, do a brief sensory check, stretch, step outside for fresh air, or sip a warm drink mindfully.

Supporting regulation–for children and adults–creates a calmer, more connected start to the new year.

USING THE COLORADO ELDGS TO SUPPORT SMOOTH JANUARY TRANSITIONS

SOCIAL-EMOTIONAL DEVELOPMENT

• Infants: Consistent, warm rituals (soft greetings, songs, eye contact) build security.

• Toddlers: Name feelings during transitions and offer reassurance.

• Preschoolers: Use free choice and shared play to reconnect and rebuild routines.

APPROACHES TO LEARNING

• Infants: Predictable routines support regulation.

• Toddlers: Simple choices build independence and flexibility

• Preschoolers: Reintroduce visual schedules and open-ended materials to spark curiosity.

PHYSICAL DEVELOPMENT

• Infants: Gentle movement, songs, and tummy time help regulate bodies.

• Toddlers: Allow extra time for self-help skills with patient support.

• Preschoolers: Add playful movement transitions.

• All Ages: Try winter-themed fine and gross motor activities.

COGNITIVE DEVELOPMENT

• Infants: Narrate routines to build security and memory.

• Toddlers: Encourage recall and matching activities.

• Preschoolers: Invite storytelling or drawing about winter break.

• All Ages: Review routines using pictures, gestures, and modeling.

WHY THIS MATTERS

ELDG-aligned strategies help children of all ages feel safe, confident, and ready to learn as they transition back after the holidays.

LINK TO NAEYC CODE OF ETHICS

SECTION I: ETHICAL RESPONSIBILITIES TO CHILDREN

1.2- Provide care and education in nurturing environments that support children’s emotional, social, cultural, and learning needs. These environments should be developmentally appropriate, cognitively stimulating, and affirming.

1.3- Support children’s well-being.

d. Work to build individual relationships by adapting teaching strategies, learning environments, and curricula so that each child can benefit.

ITERS-3, ECERS-3, AND FCCERS-3

The ERS-3 tools emphasize that smooth transitions are an important part of a well-organized, supportive classroom. Predictable routines, clear expectations, and calm pacing help children feel safe and confident, especially when returning to school after a holiday break. Using familiar routines, advance notice, and simple visual or verbal cues helps children understand what comes next and makes transitions easier for everyone.