SELF-REGULATION NEWSLETTER

Self-control is not easy to learn. Children need the

adults in their lives not only to talk about the
importance of self-control, but also to teach them
how to achieve it. Teachers spend many hours a
day with children; their impact is significant and
enduring. Delay of gratification means waiting
for an appropriate time and place to engage in a
tempting act. In everyday situations, preschoolers
find it difficult to keep their minds to a prohibited
goal, but the interesting aspect has to do with
mentally representation and their success.
Teaching preschoolers to transform the stimulus
in ways that de-emphasize its arousing qualities, is
an approach that may help children shift attention
(Berk, 2013). According to the text, preschoolers
who were told to think about marshmallows as
white and puffy clouds waited much longer
before eating a marshmallow reward than those
who focused on marshmallow s as sweet and
chewy properties (Berk, 2013). Therefore, giving
children something interesting to do while waiting
also helps preschoolers divert attention from
rewards and resist temptation (Berk, 2013).

Self-regulation is a term that surfaces in early
childhood discussions, but to what extent do we
intentionally plan to help children with this
important executive function? Self-regulation
often needs further explanation, as it is grouped
with behavior, emotional development and social
development all areas that affect a childs ability
to learn. The young child in the scenario may be
labeled difficult, aggressive, and/or having
difficulty interacting with peers. If his behavior
is examined in a different light, we might find that
what the child really needs is support in
developing self-regulation skills (Rice, 2012).

Newsletter Date October 27, 2014 |
Volume 1, Issue 1
SELF CONTROLL IS NOT EASY FOR CHILDREN
SELF-CONTROL



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The critical window for self-regulation takes place
from birth to age five when children develop the
foundational skills for self-regulation. During this time,
adults are helping children to build the necessary skills
that are critical to regulate thinking and behavior (Rice,
2012). Emotions may influence the development of the
cognitive functions that contribute to successful self-
regulation and thereby to school readiness. Many of the
behaviors and attributes associated with successful
school adjustment are related to self-regulation skills.
As children enter kindergarten, good self-regulation
includes focused attention, the ability to stay on task,
ignore distractions, inhibit and demonstrate empathy to
peers. Other skills impulsivity, plan ones actions,
reflect on ones thinking and cooperate include turn
taking, following directions the first time given and
communicating thoughts and needs verbally (rice,
2012).
WHAT IS THE ABILITY TO SELF-REGULATE IMPORTANT
Include your child in decision-making
processes
Children learn to model the language you use,
as well as the processes you enact to make
thoughtful decisions.

Offer your child time for exploratory play
Uninterrupted, hands-on play experiences
allow the child time to delve into projects,
attend to details, and use their imagination.
Most importantly, these experiences support
the notion that self-guided play and learning is
valuable.

Provide tasks/responsibilities for your child
to complete independently
Encourage your childs independence by
providing tasks for him or her to complete.
This will spark confidence and create
initiative within the child that will then
influence future behavior.

Engage your child in exploratory
conversations
Language guides our thinking and our
behavior. Not only do we use it to
communicate with others, we use it internally
to monitor ourselves. Encourage your childs
language development by engaging him or her
in meaningful conversations, allowing for
your child to explore and explain thoughts and
feelings.

Support emotional and behavioral self-
control
Model positive behavior management skills,
understand limits and provide support to help
your child gain control over his or her
behavior. Help your child explore emotions
and provide ways to diffuse negative
emotions.

HOW CAN I PROMOTE SELF-REGULATION SKILLS?


Reference:
Berk, L. E. (2013). Child development. Boston: Pearson Education.

Rece, M. (2012). Understanding the Importance of Self-regulation in Preschool. Innovation
and prespectives


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