The capability to wait is really a method of self-control, or the ability to regulate one’s own behaviors. Young children have not yet learned the ability to self-regulate and are not always in control of their impulses.
At activity time we set up waiting areas. A designated spot to wait helps self-regulation. In the drama area, children sit on the blue bench to wait for an invitation into the day's play.
In the paint area, two children at a time take a turn at the easel The waiting children watch the painters at work and often jump up to comment on the art work.
Another option while waiting is to explore the rocks in the discovery table, carefully positioned to occupy small hands. This is another strategy to aid self-regulation.
As children get older and their brain becomes more developed, they start to gain the cognitive skills that will allow them to master the art of waiting. They develop longer attention spans and improve their memory skills, which paves the way towards self-regulatory skills. It takes instruction, guidance and support to master these skills. While waiting may seem like a period of inactivity, it’s actually an active pursuit. It takes energy and control to wait because we are managing impulses and self-regulating our thoughts, behaviors and actions.
The introduction of the Russian Doll offered an opportunity for students to practice their waiting skills. The rule is two children can play together with the doll. Once two children are playing, a third child has to wait for their turn.
How do you model waiting with your child? Have you played a game of 'I Spy' recently?
 |
| "We're sharing. We're really sharing!" |
