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DR 1: Children are personally and socially competent
⇣ Indicator: REG—Children demonstrate effective self-regulation in their behavior
⇣ Measure 13: Responsiveness to Other’s Support—
Child is responsive to other’s assistance with self-regulation
	Descriptors	Examples
5	Uses adult’s past guidance to regulate own emotions and behavior in the present	Stops tussling with other child over a toy, and offers that child a similar toy. Reassures self after seeing another child picked up by parent by saying to adult, “My mommy’s coming.” Says to self, “Be careful,” when climbing a play structure. Takes puzzle to quiet area when distracted by loud play or other children.
4	Follows adult’s guidance to regulate own emotions and behavior	Stops tussling with other child over object when adult says, “You want to play with the truck that Jimmy has, but here are other trucks you can use.” Waits to go down slide when adult says, “Wait until Susie is all the way down.” Goes over to cozy corner to rest when adult says, “You look sleepy. Would you like to lie down?”
3	Regulates self when adult establishes visual or verbal contact, moves close, or offers special comforting object	Stops fussing when frustrated after adult moves close to offer supportive presence. Hesitates while climbing and stops to look at adult. Then resumes climbing when adult reassuringly says, “You’re high up.” Gets up after falling down, and resumes play when adult gives reassuring look or word. Accepts blanket or special toy when adult brings it to him for comfort. Screams when another child takes toy, and then stops when adult says, “I’m coming.”
2	Attends to adult when comforted	Quiets, and responds to adult’s touch or voice when being comforted. Orients toward adult when being comforted.
1	Settles down when comforted by adult	Stops crying when picked up by adult. Stops fussing and starts to suck on bottle or nipple when adult places it close to her or his mouth. Relaxes and snuggles up to adult’s body when being held. Quiets when adult sings a lullaby.

Measure 13 — REG 3

Responsiveness to Other’s Support

Child is responsive to other’s assistance with self-regulation

The role of a supportive and nurturing caregiver in the development of a child’s ability to self-regulate cannot be overemphasized. Young children develop self-regulation through secure and trusting relationships in which they come to look to significant adults for guidance and support in regulating their emotions and behaviors.

Newborn infants are dependent on their caregivers for co-regulation—that is, infants need an adult to figure out what they need and to provide whatever is necessary to help them settle down. During the first few weeks of life, infants become increasingly aware of the adult as the source of comfort. When a caregiver is consistently responsive and soothing, infants begin to feel secure and confident in the relationship and may stop crying when they hear an adult responding to their calls. Over time, infants are increasingly able to regulate their emotions and reactions in response to a trusted adult’s presence and actions. They also begin to actively seek adult support and reassurance.

Toddlers are increasingly able to follow adult guidance to regulate their emotions and behaviors. They have learned to look to adults for assistance and guidance on what to do and how to act, and they know that adults can provide information about new situations and provide comfort when needed. For example, toddlers often look to their caregivers for cues on how to act (“Should I pick this up?”) or how to react (“Am I OK?”). At the same time, they are becoming aware of themselves as independent individuals and are trying out many newly developed behaviors. They are very focused on their new mobility and capacity for exploring their environment, so they depend on adult guidance to cue and remind them of limits and expectations.

Preschoolers are able to regulate their emotions and behaviors more independently. Although they are still very young, they are more socially and cognitively mature and are increasingly able to use what they have learned from past experiences in new situations. They are also able to use past adult guidance and assurances to regulate their emotions and behaviors. For example, a child who accidentally trips may pick himself up, check himself out, and, rather than crying, say “I’m OK.”

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