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⬅️ The 5 Domains
SELF-REGULATE (S-R) in “CONTEXT-CHART ” ⬇️ showing the range of factors that influence if & how well a child / youth can S-R in any given situation. Although the concentric circles begin with the most internal factors & extend outward, each layer will interact with & influence the others.
a. BIOLOGY : The most internal factors include the child’s genetics, physicality & temperament – contributing to individual differences in S-R ability
b. SKILLS : The talents & abilities the child / youth has developed over time, which can serve as areas for interventions, when needed
c. MOTIVATION : The child’s reason to S-R, either from external sources (via rewards or consequences), OR from internal goals & values (intrinsically motivated).
d. CAREGIVER SUPPORT- (from parents, teachers, mentors) which strengthens the child’s S-R skills, buffering them from distressing experiences in the larger environment.
e. ENVIRONMENT : the overall context also influence the child’s ability to S-R, including demands or stressors placed on it, as well as any external resources available.
EXP : Environment will affect a child’s biology by shaping brain circuitry, while their biology or temperament can influence how a caregiver /parent interacts with the child.
Research suggests that a young child’s self-regulatory (S-R) activities are a better measure of future academic achievement than IQ scores.
EXP: A child unable to self-regulate at age 4 will likely have trouble following teacher directions at age 6.
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SELF-Regulation attars to develop in the toddler & preschool years, & continues into adulthood.
🔆 Babies might suck fingers for comfort, may look away from their caregivers if they need a break from attention or are getting tired. But they can’t actually S-R, so it’s important to comfort them & help them calm down when they’re unsettled.
🔆 Toddlers can only wait a short time for food & amusement. So they may snatch toys from other children if it’s something they really want. Tantrums can happen when they’re overwhelmed by strong emotions.
🔆 Preschoolers start to know how to play with other children & understand what’s expected of them. EXP : they may make an effort to talk softly when at the movies.
🔆 School-agers improve at controlling their own wants & needs, being able to imagine other people’s point of view, & see both sides of a situation. EXP : they may be able to disagree with other children without arguing.
🔆 Pre-teens & teens are better at planning, sticking to hard tasks, behaving in socially appropriate ways, & considering how their actions affects other people. EXP: they may think about the parent’s perspective when negotiating curfew.
ADULTS can help children learn self-regulation
Young children who naturally feel things intensely find it harder to self-regulate, compare to those who are more easygoing, as well as older children & teens who have developed the capacity to S-R.
📍 It’s important to match adult expectations of the child’s behavior TO their age & stage of development. This helps them avoid the frustration of not understanding or having the skills to do what’s being asked of them
📍 Parents can apply calming-down strategies for toddlers, calming down steps for preschoolers, school-age children & steps for pre-teens & teenagers 
📍 Adults can encourage the child’s ability to identify, understand & manage emotions.
📍Parents need to Plan for challenging situations when younger children might find it hard to behave well.
EXP : “The store we’re going to has lots of things that can break. It’s OK to look, but please don’t touch”. Give your child a gentle reminder when entering, “Remember – just looking, OK?”
📍 Adults can model self-regulation for child. EXP: “I’d better stop gardening now so I can get you to ____ on time”. Or ‘That was really tough to deal with, but I managed it”.
📍 Involve pre-teens & teens in problem-solving and negotiating difficult situations. EXP : “I’m working all weekend, so I know it’ll be boring for you. Let’s figure out how you can make the most of the time while you wait”.
📍 Praise child when they show self-regulation & manage a tricky situation well. EXP: “You were great at waiting your turn’ OR “I liked the way you were calm when Sam teased you”.
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