Self-Regulation
Self-regulation is defined as the ability to identify and control our own behaviour, emotions, and thinking, and the ability to amend these allow us to respond appropriately to various situations.
Head over to the PSED Section of the toolbox for activity ideas that support the development of self-regulation.
Play is necessary for the development of children’s self-regulation and can be supported through both adult-led and child-directed time.
These opportunities provide children with a naturally enjoyable context in which they can learn to make decisions, explore social interactions and manage their impulses.
Neurodiverse children
All children develop self-regulation in different ways and at different rates. Keep in mind that neurodiverse children may excel in some aspects of self-regulation acquisition, while also struggling with other aspects. Some things to consider:
- Some children may have sensory sensitivities, which can lead to being over stimulated or not being able to process these feelings well.
- Some may have intense emotions.
- Some may develop specific coping strategies to self-soothe.
- Some may need routine and structure. This is actually good for most children, irrespective of neurodivergence or neurotypical.
Strategies to support the development of self-regulation through play.
In the early years, challenging situations teach children perseverance, patience and understanding of themselves. Self-regulation usually refers to emotions and behaviour, however self-regulation can be supported through physical activities/playing, as managing physical energy can impact their emotional energy. Children can also discover what their limits are and how far they can push and challenge themselves in all ways.