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Each column is designed for the different people in a child's life.  Within each column you can scroll down for information, resources, and prevention/intervention programs. If you would like to learn more information from a specific section simply click the Resources square. That will then direct you to more information on the role you chose to focus on.  Additionally there are Prevention and Intervention programs listed under each tab. If you would like to learn more about programs simply click the Prevention and Interventions square and that will direct you to a new page. Happy Learning!

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Self-Regulation: The Role of the Caregiver

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Self-Regulation: The Role of the Caregiver

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During the first years of life, caregivers are particularly central to development. Young children are dependent upon their caregivers to create a safe, nurturing, and appropriately stimulating environment so they can learn about the world around them. There are three broad categories of support that caregivers can provide to young children to help them develop the foundational self-regulatory skills that they will need to get the best start in life. Together, these describe the supportive process of “co-regulation” between adults and children:

Provide a warm, responsive relationship where children feel respected as individuals, comforted and supported in times of stress, and confident that they will be cared for no matter what. This positive relationship will promote self-efficacy and allow children to feel secure enough to practice new skills and learn from mistakes.

Structure the environment to make self-regulation manageable, providing a buffer against environmental stressors. This means creating an environment that is physically and emotionally safe for children to explore and learn at their level of development without serious risk to their well-being. Consistent, predictable routines and expectations likewise promote a sense of security by providing clear goals for behavior regulation.

Teach and coach self-regulation skills through modeling, instruction, opportunities for practice, prompts for skill enactment, and reinforcement of successive approximations. Like a coach on a sports team, caregivers should first instruct children in skills, and then provide needed supports, or scaffolding, for self-regulation enactment in the moment.

Rosanbalm, K.D., & Murray, D.W. (2017). Promoting Self-Regulation in Early Childhood: A Practice Brief. OPRE Brief #2017-79. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, US. Department of Health and Human Services.

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Interactions with peers of similar
ages  plays a vital role in a child’s self-regulation.  Self-regulation in peer interactions begins as early as preschool.  One of the best ways that children interact with their peers during early childhood is through play.  Many famous child development experts, such as Piaget and Vygotsky,  have developed theories just by watching children play

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Self-regulation is a fundamental ability, necessary for navigating life, and is essential to learn beginning in the early years of life. While self regulation does not have one specific definition, various definitions mention executive function, effortful control, and inhibitory control (Rademacher and Koglin, 2018).

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Preschoolers' self regulation skills can anticipate different social-emotional and behavioral skills. Self regulation is learned throughout childhood and adolescence and influenced by parents, friends, siblings, teachers, and mentors. Children also learn self regulation skills through play. Children who lack self-regulation skills have a higher chance of not doing well in school and displaying negative behaviors that might follow them into their adulthood (Robson, Allen and Howard, 2020). Learning more about how to promote self-regulation learning will benefit all children and especially children in need.

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Teachers play a critical role in teaching self regulation, especially during preschool years. Teaching self-regulation is more than “teaching”  a child what to do, or not to do. It takes effort to show children what it is to be able to self regulate themselves. Click down below to learn more about how teachers can help promote self regulation in the classroom.

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The prevention and intervention programs introduced on the previous tabs all have self-regulation as either a main focus or underlying big concept within the program. Some of these programs show up in more than one section. Those programs are particularly great because they are more comprehensive and far-reaching in their effort.