Self-Regulation

Self-regulation remains an integral sub-skill in the development of self-determination and its mastery has shown to influence the success of a child throughout their life- school, work, relationships and mental health. Not only does it increase emotional and behavioral regulation development, but also impresses children to engage in greater flexible-thinking. A child who engages in appropriate and consistent self-regulation will adjust to the demands of school and achieve at a higher level academically than those who don't. If nurtured, the benefits from early development of self-regulation can persist through adolescence into adulthood.

While the capacity for self-regulation is individualized, its cultivation can start at a young age by parents/guardians, educators, and related service providers. Some ways in which educators have started to foster self-regulation in children who are blind or visually impaired include mindfulness practices and/or exercise. Yoga has been a popular venture in classrooms and demonstrated improvements in a child's ability to focus their attention and regulate behavior. In addition, yoga and related mindfulness practices have shown to increase compassion towards self and others, and even greater gains when combined with social-emotional learning activities. Exercise activities foster bodily awareness and emotional and behavioral self-control of emotions. See below for some adapted self-regulation mindfulness and exercise practices for children who are blind or visually impaired.

References:

Baumeister, R. F., Vohs, K. D., & Tice, D. M. (2007). The strength model of self-control. Current directions in psychological science, 16(6), 351-355.

Boat, R., & Cooper, S. B. (2019). Self-control and exercise: a review of the bi-directional relationship. Brain Plasticity, 5(1), 97-104.

Karoly, P. (1993). Mechanisms of self-regulation: A systems view. Annual review of psychology, 44(1), 23-52.

Ozhiganova, G. V. (2018). Self-regulation and self-regulatory capacities: components, levels, models. RUDN Journal of Psychology and Pedagogics, 15(3), 255-270.

Perkins School for the Blind. (2020, April 6). At-home activities for your child: Self-regualtion fact sheet and activity ideas. https://www.perkins.org/stories/at-home-activities-for-your-child.

Perry, N. E. (2019). Recognizing early childhood as a critical time for developing and supporting self-regulation. Metacognition and Learning, 14(3), 327-334.

Rashedi, R. N., Wajanakunakorn, M., & Hu, C. J. (2019). Young children’s embodied experiences: A classroom-based yoga intervention. Journal of Child and Family Studies, 28(12), 3392-3400.

Zelazo, P. D., & Lyons, K. E. (2012). The potential benefits of mindfulness training in early childhood: A developmental social cognitive neuroscience perspective. Child Development Perspectives, 6(2), 154-160.