Definitions and Characteristics of Self-Regulation
Let's look at what we mean by self-regulation:
Self-regulation describes an array of voluntary (intentional) behaviors, thoughts, and feelings. It is central to all behaviors - from moving your fist to your mouth as a young infant to using math for figuring out how to triple a recipe for a dinner party. Self-regulation is found in the many skills and abilities that children and adults do or are trying to learn. Because of this, self-regulation can be hard to define; but, we generally know it when we see it, or at least we know when it is not present!
As Martha Bronson points out, "there is not a single or simple definition of this concept, even in relation to young children's everyday functioning in home and school environments." (2000, 3) Some of the words that are used to describe or refer to self-regulation include:
Because there is self-regulation in most everything we do, definitions can focus primarily on one or more aspects of it, such as:
Because self-regulation is a part of most everything we do, it cannot be developed by itself, in isolation. "Motivation is at the center of self-regulation and must be considered in relation to the development of all forms of voluntary control." (Bronson 2000, 5) Thus, when young children learn self-regulation through play, they are highly motivated to hone their skills, because it is more fun!
Motivation for self-regulation varies with each child. Parents and teacher/caregivers can provide help or scaffolding for children to support the development of self regulation, but what kinds of support are most effective? More specifically "what kinds of supports are useful at what ages and in what situations?" (Bronson 2000, 5)
Bronson points out that support offered for self-regulation in the young child must address the whole child, as "young children cannot separate their feelings, thoughts, and actions as older children and adults learn to do. Their physical, social, emotional, cognitive, and motivational abilities and interests are intertwined." Thus, supporting self-regulation must meet the developmental level of young children in all these areas. Also, it is important to remember that the child must be able to control a function, before control is required of her. (Bronson 2000, 6)
Elena Bodrova and Deborah Leong provide a definition of self-regulation in their book, Tools of the Mind. They say that self-regulation in an individual is "the ability to act in a deliberate, planned manner in governing much of their own behavior." (2007, 127)
"In the Vygotskian tradition, physical, cognitive , and social-emotional self-regulation are considered part of a whole. Children plan and think deliberately. They can focus attention on purpose, willfully ignoring distractions. They can remember deliberately, learning information that is not necessarily exciting but is required by the curriculum. They can delay gratification, stop aggressive behavior, and act in a positive way, controlling their emotions." (Bodrova & Leong 2007, 127)
And, finally, though children develop holistically, there is an order to the emergence of self-regulation.
For example, many teachers are learning that in circle or group time, if you use an object (like a paper "mouth" on a stick) for a person to hold when it is their turn to share, children are more successful at suppressing speech when it is not their turn - when they do not have the talking stick. Use of the object to designate whose turn it is helps children develop this form of self-regulation, called "taking turns!" Lack of having the talking stick is the cue to suppress speech temporarily. Later on in kindergarten, this skill can be generalized to when the teacher is in front of the group and is talking - it is similar to the teacher having the talking stick.
So, though we do not have an all inclusive definition of self-regulation, we can describe it, and using our powers of observation and creativity can come up with ways to support it in our early childhood programs.
Kathy A. Bobula, Ph.D.
2016
__________________________________
Citations:
Bodrova, Elena and Deborah J. Leong. Tools of the Mind: The Vygotskian Approach to Early Childhood Education. 2nd Ed. New Jersey: Pearson Education, Inc., 2007.
Bronson, Martha B. Self-Regulation in Early Childhood: Nature and Nurture. New York: The Guilford Press, 2000.
Self-regulation describes an array of voluntary (intentional) behaviors, thoughts, and feelings. It is central to all behaviors - from moving your fist to your mouth as a young infant to using math for figuring out how to triple a recipe for a dinner party. Self-regulation is found in the many skills and abilities that children and adults do or are trying to learn. Because of this, self-regulation can be hard to define; but, we generally know it when we see it, or at least we know when it is not present!
As Martha Bronson points out, "there is not a single or simple definition of this concept, even in relation to young children's everyday functioning in home and school environments." (2000, 3) Some of the words that are used to describe or refer to self-regulation include:
- impulse control
- self-control
- self-management
- self-direction
- independence
Because there is self-regulation in most everything we do, definitions can focus primarily on one or more aspects of it, such as:
- Control of external behaviors (social, emotional, and physical)
- Control of cognitive systems
- Characteristics that change and vary with age and development (Bronson 2000, 3)
Because self-regulation is a part of most everything we do, it cannot be developed by itself, in isolation. "Motivation is at the center of self-regulation and must be considered in relation to the development of all forms of voluntary control." (Bronson 2000, 5) Thus, when young children learn self-regulation through play, they are highly motivated to hone their skills, because it is more fun!
Motivation for self-regulation varies with each child. Parents and teacher/caregivers can provide help or scaffolding for children to support the development of self regulation, but what kinds of support are most effective? More specifically "what kinds of supports are useful at what ages and in what situations?" (Bronson 2000, 5)
Bronson points out that support offered for self-regulation in the young child must address the whole child, as "young children cannot separate their feelings, thoughts, and actions as older children and adults learn to do. Their physical, social, emotional, cognitive, and motivational abilities and interests are intertwined." Thus, supporting self-regulation must meet the developmental level of young children in all these areas. Also, it is important to remember that the child must be able to control a function, before control is required of her. (Bronson 2000, 6)
Elena Bodrova and Deborah Leong provide a definition of self-regulation in their book, Tools of the Mind. They say that self-regulation in an individual is "the ability to act in a deliberate, planned manner in governing much of their own behavior." (2007, 127)
"In the Vygotskian tradition, physical, cognitive , and social-emotional self-regulation are considered part of a whole. Children plan and think deliberately. They can focus attention on purpose, willfully ignoring distractions. They can remember deliberately, learning information that is not necessarily exciting but is required by the curriculum. They can delay gratification, stop aggressive behavior, and act in a positive way, controlling their emotions." (Bodrova & Leong 2007, 127)
And, finally, though children develop holistically, there is an order to the emergence of self-regulation.
- First, children begin to regulate their physical body and behaviors.
- Then, children learn how to regulate their emotional behaviors.
- Finally, children start the process of cognitive regulation, which "does not appear full-blown until the end of elementary school." (Bodrova and Leong 2007, 128)
For example, many teachers are learning that in circle or group time, if you use an object (like a paper "mouth" on a stick) for a person to hold when it is their turn to share, children are more successful at suppressing speech when it is not their turn - when they do not have the talking stick. Use of the object to designate whose turn it is helps children develop this form of self-regulation, called "taking turns!" Lack of having the talking stick is the cue to suppress speech temporarily. Later on in kindergarten, this skill can be generalized to when the teacher is in front of the group and is talking - it is similar to the teacher having the talking stick.
So, though we do not have an all inclusive definition of self-regulation, we can describe it, and using our powers of observation and creativity can come up with ways to support it in our early childhood programs.
Kathy A. Bobula, Ph.D.
2016
__________________________________
Citations:
Bodrova, Elena and Deborah J. Leong. Tools of the Mind: The Vygotskian Approach to Early Childhood Education. 2nd Ed. New Jersey: Pearson Education, Inc., 2007.
Bronson, Martha B. Self-Regulation in Early Childhood: Nature and Nurture. New York: The Guilford Press, 2000.
