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Our class has also

SELF-

February 9 2015

REGULATION

Newsletter
Berk (2013) says, Empathy involves a
Children in early childhood, learn to self-

complex interaction of cognitive and

regulate in two ways: social-emotional

affect: the ability to detect different

regulation and cognitive self-regulation.

emotions (p. 417).

Bojczyk, Shriner, and Shriner (2012)


reveal, Social-emotional regulation
enables children to follow social rules and
to interact in diverse settings. Cognitive
self-regulation enables children to use the

What is self-regulation?

thinking processes needed to solve


problems and to make other kinds of
decisions (Sec. 6.1, para. 1). Children in
early childhood their emotions are up and
down. One minute they are friends and the
next they are not. They can be selfish and
refuse to share with other peers. Learn
how to self-regulate is essential to the
development in early childhood.

Bojczyk, Shriner, and Shriner (2012) say,


Self-regulation is the ability to control ones
behavior to adapt to the situation (Sec. 2.1,
para. 2). The teacher should encourage and
promote self-regulation skills in early
childhood. In early childhood, children learn
how to self-regulate through play. Play opens
the opportunities for children to learn how to
share, take turns, and problem-solve and
socializes with other children their age.

Two behavioral strategies to help children self-regulate:

Talk to the person that hurt you, and tell them how they made you feel when they hurt you.
(Be specific)
Teach social/emotional strategies to help children self-regulate.
(Teach children how drain: hold arms out, breathe in, and let arms down while exhaling)

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Tips for Promoting Emotional Selfregulation

Self-regulation also allows children to show


compassion and empathy towards others.
They learn how to express themselves to
others, when conflicts occur. The National

Model good appropriate behaviors


in front of the child at all times.
(Children tend to mimic the
behaviors they see.)
Redirect unwanted behaviors to
more desirable behaviors.
(Assist the child to help a friend
rebuild a knock down structure.)
Encourage self-esteem and selfconcept.
(Express to children they can do it;
instead of encouraging I cant do it)
Practice appropriate manners and
show others respect.

Association for the Education of Young


Children (2011) say, Regulating anxiety and
thinking helps children persist in challenging
activities, which increases their opportunities
to practice the skills required for an activity
(NAEYC, 2011). Temperament is also
another important factor in learning how to
self-regulate. Berk (2013) says,
Temperament plays a role in whether
empathy occurs and whether it prompts
sympathetic, prosocial behavior or a
personally distressed, self-focused response
(p. 417). Temperament influences the way
children respond to situations in their
environment, therefore helping children to
self-regulate will allow them to control
unwanted behaviors.

References
Berk, L. E. (2013). Child development. (9th ed). Upper Saddle River, NJ: Pearson.
Bojczyk, K. E., Shriner, B. M., & Shriner, M. (2012). Supporting childrens socialization: A
developmental approach . San Diego, CA: Bridgepoint Education, Inc.
Florez, I. (2011). Developing young children's self-regulation through everyday experiences.
National Association for the Education of Young Children,
http://www.naeyc.org/files/yc/file/201107/Self-Regulation_Florez_OnlineJuly2011.pdf.