Exploring self-regulation in the early years

Definitions of self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. vary widely. The ‘Birth to Five Matters Framework’ usefully provides a concise definition suggesting that self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances.:

“...involves children’s developing ability to regulate their emotions, thoughts and behaviour to enable them to act in positive ways toward a goal.”

DfE’s ‘Development Matters’ signals that children’s growing ability to self-regulate is underpinned by their language development and executive functioning skills, which include:

• holding information in mind (working memory),

• focusing their attention,
• thinking flexibly,
• inhibiting impulsive behaviour.

The document suggests that this helps children to: concentrate their thinking, plan what to do next and monitor and adapt what they are doing. In addition, it helps them regulate their strong feelings, be patient when they want something, and bounce back in the face of difficulties.

There are a range of automatic and controlled processes which facilitate self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances.. Automatic processes are often evident, even in babies and young toddlers. For example, they may shiver when cold. Redirecting attention, thinking flexibly, and inhibiting initial responses are examples of controlled processes that typically take more time and practice to develop, as well as involving more effort compared to automatic responses.

For example, we may assume lashing out is a 'choice' if a child struggles with sharing. However, this is not always the case. Neuroscientists, such as Professor Amy Arnsten, suggest that parts of our brains ‘switch off’ when we become too stressed or overwhelmed. This reduces the possibility for logical thinking and increases our reactivity to respond quickly to potential threats (this research was summarised in a useful self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances.-and-early-childhood-what-does-research-say/" target="_blank" rel="noreferrer noopener">PEDAL seminar).

Looking beyond the surface and getting to the roots of children’s behaviour is complex but necessary. Young children need sensitive co-regulation - close support from adults to reduce or remove stressors – to regulate their emotions, behaviours, and thoughts.

Focusing on understanding what successful self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. is and what it is not can be a helpful first step. Thinking about the definitions above, reflect on children’s actions and behaviour during a typical day in your setting:

• What do you notice about children’s emotional states throughout the day?
• When, where or how do they demonstrate they can focus their attention?
• Are there times or places where they seem to find it more challenging to take turns?

For Shelley and her team, reflecting on instances of successful self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. during the day may help to identify some useful next steps for deepening their understanding of the influences and components of self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances..

In the meantime, considering what practical support you can provide does not necessarily mean reinventing the wheel. Many routines and daily activities can be helpful. For example, Sara Baker (researcher at PEDAL Hub, Cambridge) explains self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances.-have-in-common" target="_blank" rel="noreferrer noopener">how nursery songs and rhymes are related to self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. processes.

The EEF, as part of its work as Evidence Partner for the DfE’s Stronger Practice Hubs programme, is currently working on developing a section on Self-RegulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. for the Early Years Evidence Store. This will aim to provide guidance on approaches educators can implement to support the development of children’s self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. skills.

Early Years Evidence Store: Personal, Social and Emotional Development theme.