Zones of Regulation

Information presented is adapted from the "How Does Your Engine Run" program by Mary Sue Williams and Sherry Shellenberger and "The Zones of Regulation" by Leah Kypers

How Does Your Engine Run?

We can think about our heart as the "engine" for our bodies. Our body's engine speeds can tell us a lot about the emotions we may be feeling. The colours related to the engine speeds are connected to the colours of the Zones of Regulation Program, which teaches us about emotions and emotional regulation strategies.

The Parent's Role

In the early years, our role as “co-regulators” is to introduce children to different body states and emotions and to model tools that can be helpful to find a “just right” engine speed.

Blue Zone

Body is not moving or moving very slowly
Sad, sick, tired, hurt

Green Zone

Body is in a calm and alert state
Happy, thankful, content, "just right", ready to learn

Yellow Zone

Body is restless and wiggly
Silly, worried, excited, frustrated

Red Zone

Body is moving a lot or is out of control. Heart rate may be pounding
Mad, elated, out of control

How can YOU support teaching the Zones of Regulation?

What to expect of your Zones learner:

Everyone experiences all of the speeds and emotions. All emotions are okay. It is what we do during and after our big feelings that matters. Expect that your learner will demonstrate emotions in every zone at one point or another.
Expect that your learner will need support in recognizing and identifying their emotions.
Expect that it may take multiple repetitions and exposures to different tools before you see your learner using them independently.
Expect that your learner may have to learn tools that will help them in Red or Yellow zones while they are in the Green zone (the learning zone) in order for them to understand how it can help them.

What you can do to support:

1. Identify your own body state out loud. For example, “I feel silly, my heart/engine is beating/moving faster! I’m in the yellow zone”.
2. If possible, label your child’s physical body cues and connect them to emotions/feelings. For example, “You’re breathing fast, your hands are waving – you look excited”. This helps your child gain awareness into his/her own body states.
3. Help your child to become comfortable using their words or pictures to tell about feelings. Books are a great way to relate and point out emotions and physical states. For example: “The Way I Feel" by Janan Cain, “The Feelings Book” by Todd Parr.
4. Consider trying some tools together with your child at home. For example: “My body’s engine is a little fast, let’s take 5 deep breaths together”, “My engine is just right, can I have a hug to keep it there!”
  - It’s NOT a good idea to introduce tools when a child is in the red zone or really mad!! Often this is a time to offer them a quiet space and help them to stay safe.