Embedded Files
What is self-regulation?
What is self-regulation?
Self-regulation is about how we guide our actions and emotions to help us handle challenges and achieve our goals. These skills help us stay on track, even when things get tough. For children, developing self-regulation can support their success in school, improve their relationships, and make it easier to manage everyday difficulties. It’s a valuable skill that helps them learn and grow.
Why do some children find it difficult to self-regulate?
Why do some children find it difficult to self-regulate?
Children may have difficulty managing their behaviour for several reasons including:
Younger kids are still learning how to control their impulses and emotions. As they grow and gain more experience, they may get better at this.
Some children might have conditions like ADHD that make it hard for them to focus and control their behaviour.
Kids who are anxious or stressed may find it difficult to manage their reactions. For example, an anxious child might become overly reactive or shy.
Sometimes, kids haven’t yet learned or practiced skills like problem-solving or managing emotions, so they may struggle with these.
Social interactions and peer pressure can also affect how kids behave. This can influence the choices some children make to help them fit in.
Issues with executive functions, like working memory or attention, can make it harder for kids to plan, stay organized, and control their actions.
Behaviour is Communication
Flipping Your Lid:
For children, the "flipping your lid" model can be especially useful in understanding how they handle stress and strong emotions. Think of your brain like a two-part system. The "lid" is the part at the front that helps you think clearly and make good decisions. The "brainstem" and "limbic system" underneath manage feelings and basic needs When you're calm, the lid is on, so you can think well, solve problems, and keep your emotions in check. If something upsets you, it's like your lid flips off. Your emotions and survival instincts take over, making you more likely to react strongly and not think as clearly. Kids often have less developed prefrontal cortexes compared to adults, so they might "flip their lid" more easily. This means they can be more prone to emotional outbursts and less able to think through their feelings or actions. Their emotions might take over. They might act out, become very upset, or struggle to control their impulses.
Flipping Your Lid
How can we help children who are having self-regulation difficulties?
How can we help children who are having self-regulation difficulties?
Parents and educators can play a crucial role in helping children manage their behaviour by using various strategies and approaches. Here are some effective methods:
Establish clear rules and expectations:
Set clear and consistent rules for behaviour.
Make sure children understand the rules and the reasons behind them.
Post them so that they can be seen.
Use behaviour contracts when needed.
Create a routine:
Establish a daily routine to provide structure and predictability.
Consistent routines help children understand what to expect and reduce anxiety.
Model positive behavior:
Demonstrate the behaviour you want to see.
Children often imitate the actions of adults, so showing self-control and respectful behaviour is important.
Use positive reinforcement:
Praise and reward positive behaviour to encourage it.
Use rewards that are meaningful to the child, such as extra playtime or a small treat.
Teach problem-solving and executive functioning skills:
When they are calm, help children think through problems and find solutions.
Guide them through the process of making decisions and understanding consequences.
Encourage mindfulness practices.
Provide emotional support:
Listen to the child's feelings and concerns.
Help them understand and manage their emotions.
Set up a calm-down area:
Create a space where children can go to calm down when they are feeling overwhelmed.
Equip it with calming activities like books, puzzles, or soft toys.
Be consistent:
Apply rules and consequences consistently.
Consistency helps children understand expectations and the results of their actions.
Resources
Resources
Self-Regulation/Behaviour.pdfSelf-Regulation/Behaviour Handout
Supporting HyperactivityImpulsivity.pdfSupporting Students with Hyperactivity/Impulsivity
Managing Procrastination.pdfSupporting Students who Procrastinate
References:
References:
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes. Journal of Positive Behavior Interventions, 12(3), 133-148.
Dias, N. M., & Seabra, A. G. (2016). Intervention for executive functions development in early elementary school children: effects on learning and behaviour, and follow-up maintenance. Educational Psychology, 37(4), 468–486.
Dodge, D., Nizzi, D., Pitt, W., & Rudolph, K. (2007, May). Improving student responsibility through the use of individual behavior contracts.
Eisenberg, N., Zhou, Q., Spinrad, T. L., Valiente, C., Fabes, R. A., & Liew, J. (2005). Relations among positive parenting, children's effortful control, and externalizing problems: A three-wave longitudinal study. Child Development, 76(5), 1058-1074.
Merritt, E. G., Wanless, S. B., Rimm-Kaufman, S. E., Cameron, C., & Peugh, J. L. (2012). The Contribution of Teachers’ Emotional Support to Children’s Social Behaviors and Self-Regulatory Skills in First Grade. School Psychology Review, 41(2), 141–159. https://doi.org/10.1080/02796015.2012.12087517
Ostrosky, M. M., Jung, E. Y., Hemmeter, M. L., & Thomas, D. (2003). Helping children understand routines and classroom schedules. What Works Briefs. ERIC Document Reproduction Service No.
Troncoso, P., & Humphrey, N. (2021). Playing the long game: A multivariate multilevel non-linear growth curve model of long-term effects in a randomized trial of the Good Behavior Game. Journal of School Psychology, 88, 68-84.
Page updated
Report abuse