Develop children's self-regulation and executive function with our downloadable resource

Self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. and executive functionCognitive skills that enable children to adapt their thinking and actions to achieve a goal. This might be a self-chosen goal (e.g. To build a tower) or set by an adult (e.g. to respond to a question about a story). help children to develop a greater awareness of their thoughts and feelings, and an increasing capacity to choose how they adapt their actions and behaviour in different contexts. Developing these skills may mean children do better later in their education.

Research evidence shows that educators can implement approaches which support children’s developing self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. and/or executive functionCognitive skills that enable children to adapt their thinking and actions to achieve a goal. This might be a self-chosen goal (e.g. To build a tower) or set by an adult (e.g. to respond to a question about a story). in the early years. We have developed a downloadable, two-page summary of evidence-based approaches for supporting children’s development in this area.

The summary describes each approach and how to put it into action. It also highlights key messages from the research evidence, which provide important context for educators to consider when planning how to deliver an approach.

For example, in Approach 2: Teaching Self-Monitoring and Self-Awareness, the evidence suggests that activities which bring children’s attention to their physical sensations, emotions and thoughts are more effective when done regularly, and over a period of several weeks or months.

To see what the approaches could look like in practice, or for more detailed information about the evidence behind them, educators can scan the QR code on the poster, or visit the self-regulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances.-and-executive-function">Self-RegulationHow children monitor their emotions and thoughts, and adapt their behaviour in different circumstances. and Executive FunctionCognitive skills that enable children to adapt their thinking and actions to achieve a goal. This might be a self-chosen goal (e.g. To build a tower) or set by an adult (e.g. to respond to a question about a story). theme of the Evidence Store.