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DR 1: Children are personally and socially competent
⇣ Indicator: REG—Children demonstrate effective self-regulation in their behavior
⇣ Measure 11: Impulse Control—
Child develops strategies for regulating responses in increasingly socially appropriate ways
	Descriptors	Examples
8	Is increasingly able to use a variety of strategies to regulate own behavior and get needs or wants met in socially appropriate ways	When child is not able to use the computer, engages in another activity of interest until it is available. “I told Aurelio he can use the scooter in five minutes.” When the playhouse is full, says to an adult, “Can you call me when I can play in the playhouse?” then goes to the water table.
7	Uses simple routines, follows rules, or takes action ahead of time to cope with not being able to get needs or wants met immediately	Begins to wash hands when noticing preparations for lunch or snack. States, “No hitting,” instead of hitting other child. Talks to a friend in line while waiting for turn. Asks for adult to read book, then looks at book while waiting for adult to come.
6	Can follow simple social rules and routines to refrain from acting impulsively but sometimes needs adult guidance and support	Can wait for food to be passed at lunchtime, but may need adult reminder. Needs to be reminded to stop playing and clean up after playtime is over.
5	Accepts active adult guidance and support to stop self from acting impulsively on desires or needs	When adult says she has to wait to use the easel, accepts another activity. When it is time to move from one activity to another, accepts adult guidance to do so.
4	Can cope for a short period of time when needs or wants are not met immediately	Waits for adult to come give help without crying. Waits for other child to stop playing with toy before grabbing it.
3	Takes immediate action to get needs or wants met without considering impact on others or self	Reaches for and grabs food on other child or adult’s plate. Resists sleep if interested in present activity. Attempts to crawl over another child to get object of interest. Takes toy from another child.
2	Responds to a specific kind of internal or external stimulation using a variety or behaviors	Cries for bottle until adult brings it to him or her. Pushes unwanted items away. Turns head away when full. Comforts self with blanket or toy.
1	Reacts to internal and external stimulation with simple behaviors	Sleeps when sleepy. Cries when distressed or uncomfortable. Smiles in response to familiar faces.

Measure 11 — REG 1

Impulse Control

Child develops strategies for regulating responses in increasingly socially appropriate ways

Impulse control encompasses a number of skills, including compliance, delay of gratification, and self-monitoring. At birth, infants are unable to perform any control over their impulses. As they grow and develop, young children gradually become aware of their own emotions and behaviors and become better able to control their actions. They also become more aware of others’ expectations of their behavior and begin to internalize these expectations. Brain maturation, temperament, cognitive development, and socialization all influence the development of impulse control. It is important to keep in mind that individual differences in children’s development of impulse control may stem from differences in temperament, as well as differences in the social norms modeled and taught by the adults in the child’s life.

Infants react to internal feelings and external events with simple behaviors. They cry when hungry, startled, or uncomfortable; and they wet when their bladders are full. Gradually over the first year, infants develop a wider range of behaviors and begin to learn a variety of appropriate and effective ways of responding to different situations. For example, an older infant may push food away when he is full or struggle out of the arms of an adult when he no longer wants to be held.

Young toddlers often act without considering the impact of their actions on others. They need adults to point out the effects of their actions and to guide them toward more socially appropriate behaviors by offering such direction as “Oops. Let’s get you your own applesauce so Jamie can eat hers by herself.” As toddlers mature, they begin to develop early levels of purposeful control. They become more aware of social expectations and of the effect of their behavior on others. With adult prompting and support, they can wait for short periods of time before doing or getting what they want. They will accept adult help to control impulses in some situations, and they may even watch for cues from the adult about whether or not it is acceptable to do something. However, at this age children’s ability to stop what they are doing or to wait varies greatly, depending on the situation and the child’s emotional state.

Generally, young preschoolers demonstrate a growing capacity to use adult guidance to modulate their impulses. As they mature, they have less need for constant adult monitoring. They begin to develop the conscious awareness and intention to begin to control their own behavior in many situations. They can remember and follow consistent rules, though they often need prompting and reminders from adults to follow those rules. When simple routines have been consistent, preschoolers will begin to use these as strategies to guide their general behaviors. For example, some preschoolers will always remove their shoes before entering a home because that has been part a of their family’s routine.

Older preschoolers are increasingly able to use a variety of previously learned strategies, including rules and routines, to regulate their behavior, rather than acting impulsively. For example, they are able to wait for longer periods of time—such as waiting through “Ready, set” until the word “go” before taking off during a race. Increasingly, children may draw on self-talk as a means of self-regulation. For example, they may tell themselves to “Be careful,” “Don’t touch,” “Stop.” Older preschoolers are more knowledgeable about social rules and expectations and are also more concerned about the effects of their behaviors on others. As they internalize social rules and expectations, these gradually become the child’s own guidelines on how to act. They can think ahead, predict consequences, and self-monitor without constant cueing. For example, they may find something to do while waiting a turn or find a teacher to help them resolve a physical conflict rather than hit a child back.

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