Developing Self Regulation in the Early Years

The Education Endowment Foundation states that “the development of self-regulation and executive function is consistently linked with successful learning, including prereading skills, early mathematics and problem solving”.

It also notes that improving self-regulation is “likely to have a lasting positive impact on later learning at school” and also that it has “a positive impact on wider outcomes such as behaviour and persistence”.

So what is self-regulation?

In essence, self-regulation is a set of skills which support children in learning to control and manage their behaviours. It’s about children managing their emotional responses, but also their levels of focus, dealing with the challenges, becoming able to empathise with others, thinking laterally to find solutions, and so on.

Self-regulation describes the process of becoming aware of our own impulses, reactions and behaviours, and becoming more able to harness, control and direct them as needed. These behaviours feed directly into the way we learn.

Probably the best-known study of self-regulation is the ‘Marshmallow Experiment’ which was conducted at Stanford University in the 1960s. Young children were given one marshmallow, but told that if they could wait 15 minutes without eating it, they would get a second. Those who could wait for the second marshmallow were much more likely to succeed at school and have better long-term outcomes in other areas of their lives.

How does self-regulation develop?

There are a number of factors that predict the development of self-regulation. The first is a strong attachment to primary carers. Carers who are emotionally available to the child and who do not give or withdraw their love depending on the child’s behaviours help them feel safe to face challenges, take risks and make mistakes, because they still feel loved no matter what.

Another key factor is carers giving children a strong sense that they have direct control over their world. In addition, children who are offered high levels of physical and intellectual challenge are likely to become more self-regulated. Where children are constantly over-helped, this can lead to them being less likely to develop independence and resilience.

It’s hard for parents and teachers to see children ‘fail’ but it’s essential to allow them to do so, in a managed way.

Co-regulation to self-regulation

The first step in children learning to regulate is referred to as ‘co-regulation’ – the child is not yet able to fully self-regulate, so adults support them in gradually developing regulation. This can be something as simple as talking calmly to a child who is upset, or saying “you can do it” to a child who is about to give up when faced by a challenge.

Another important device is the use of routines. Routines create a clear structure for children to follow, scaffolding their learning and giving them a feeling of security. Within the routine, adults can create opportunities for children to gain independence and to become more responsible for their own decision making. For instance, asking children to make a choice of milk or water put their name up on a board to register.

Helping children learn to self-regulate requires an individual approach. While some will need more support in developing their ability to maintain focus and resist distractions, others will struggle with the idea of waiting and being patient, or in empathising with their peers. 

You can see this support in the classroom at Leweston in various ways including:

• How teachers establish the different activities in a way that enables the pupils to carry out tasks independently.
• Pupils taking turns to undertake different classroom roles and responsibilities 
• Pupils taking part in decision making about what and how they learn.
• Involving pupils in problem solving and supporting them to decide on solutions.
• Encouraging pupils to evaluate their own work, discuss what they have learnt or how they completed a task.
• Encouraging pupils to play, solve problems or carry out activities in small groups.

How to develop self-regulation

When supporting your children with self-regulation consider the following tips:

• Use routines – structure helps children learn to become more independent - and incorporate choices into your routines
• Consider your own role – try not to over-help – step back and let them make their own mistakes, in a supported way.
• Think carefully about the language that you use – adults can get into habits that limit self-regulation, for instance, repeatedly saying “be careful” every time a child does anything challenging.
• Ask genuine open questions - why, what would happen if?
• Consider the ways in which you can trust your children, because this will support them in becoming more responsible and independent.
• Look online for games and activities that introduce and practice self-regulation skills some of which will be old favourites like musical chairs, hide and seek and Simon says!