Behaviour and self-regulation
Promoting emotional and cognitive self-regulation in children
Emotional self-regulation and cognitive self-regulation develop simultaneously rather than sequentially. Pretend play, particularly in the home corner, plays a crucial role in fostering self-regulation skills in children.
Executive Function is central to self-regulation. This involves a child's ability to concentrate, persevere, and ignore distractions to achieve goals.
The Educational Programmes in the EYFS, state that children should be supported in managing emotions, developing a positive sense of self, setting goals, and directing attention. The Early Years Foundation Stage (EYFS) framework emphasizes self-regulation as a dedicated early learning goal.
In Shropshire we follow the Solihull Approach. This approach integrates containment (psychoanalytic theory), reciprocity (child development), and behaviour management (behaviourism). The Solihull Approach aims to enhance the quality of attachment between babies and caregivers.
Factors which can influence a child's behaviour:
- Designing appropriate environments for different developmental stages.
- Providing uninterrupted playtime and exploration opportunities.
- Creating calm, orderly spaces to aid concentration.
- Establishing communication-friendly environments for interaction and relaxation.
- Offering quality resources and activities aligned with children's interests and learning needs.
- Implementing a strong key person approach to support individual children's development.
The Education Inspection Framework, emphasises the importance of supporting children in regulating their behaviour. It identifies key descriptors for 'Good' behaviour and attitudes, including high expectations, positive attitudes to learning, prompt responses to instructions, and positive relationships among children, parents, and staff.
Supporting children in developing self-regulation skills is vital for their emotional and cognitive development. Implementing effective strategies and frameworks can contribute to creating supportive environments for children's growth and learning.
Further information can be found at:
Self-regulation – Birth To 5 Matters
What Is Self-Regulation? | Famly
Promoting young children’s self-regulation skills through play | Anna Freud