Indicator: Self-Regulation (REG)

Children demonstrate effective responses in their behavior

Young children gradually develop the ability to regulate their hunger, sleep, self-soothing, emotions, attention, and behavior (called “self-regulation”). Two factors that affect this development are the natural maturation process and their experiences of socialization.

The infant’s primary regulation task involves learning to survive outside of the womb. With considerable help from adults, newborns learn to physically regulate their body temperature and their eating, sleeping, and self-soothing. At this stage, the caregiver can be said to be “co-regulating” with the infant; that is, the caregiver is managing most of the regulation tasks, such as adjusting blankets, turning the baby over, changing diapers, rocking, and comforting.

As infants mature and are increasingly able to move about and communicate, they are better able to self-comfort, by moving toward an adult or fetching a favorite blanket, for example. Toddlers also demonstrate the beginnings of impulse control as they begin to respond to the guidance of significant adults. They may wait for a turn on the swing or stop when an adult calls out “Stop.” At times, however, toddlers need additional reminders and support to control impulses.

During the preschool years, children begin to develop self-control as they start to internalize the behavioral expectations that are communicated to them by adults. Similar to toddlers, young preschoolers may need additional reminders and cues to follow rules and guidelines. Preschool children begin to talk to themselves to remind themselves of the rules and guidelines that have been modeled and taught, such as taking turns or using words instead of hands. Children may say aloud to themselves “Time to clean up” or “Mommy is coming soon.” With time, children are able to rely less on adult cues to modify their behavior.

Older preschoolers have developed the cognitive skills they need to predict events and to plan. Now, instead of simply echoing previously learned guidelines, they develop strategies for preventing problems from happening. In addition, they are able to invent new ways to manage emotions and behaviors. For example, when several children want to use the sand table, they are able to agree on who goes first and who goes next, or they may chose leave an area when there is a conflict.