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Self-regulation snap shot #2: A focus on preschool-aged children

Date Added to Library: 
Thursday, April 12, 2018 - 11:10
Priority: 
high
Individual Author: 
Murray, D.W.
Rosanbalm, K.
Reference Type: 
Place Published: 
Washington, D.C.
Published Date: 
04/02/2018
Published Date (Date): 
Monday, April 2, 2018
Publication: 
OPRE Report
Issue Number: 
2018-11
Year: 
2017
Language(s): 
Abstract: 

Introduction

Adult caregivers such as parents, teachers, coaches, and other mentors play a critical role in shaping and supporting self-regulation development from birth through young adulthood through an interactive process called “co-regulation.”

Purpose

This snapshot summarizes key concepts about self-regulation development and intervention for preschool-aged children for practitioners and educators interested in promoting self-regulation for this age group. It is based on a series of four reports on Self-Regulation and Toxic Stress prepared for the Administration for Children and Families (ACF). Visit the Toxic Stress and Self-Regulation Reports page for more information.

Highlights

  • Self-regulation skills developing in preschool-aged children:
  • Recognizing a broader range of feelings in self and others
  • Identifying solutions to simple problems
  • With support, using strategies like deep breaths and self-talk to calm down
  • Focusing attention for longer periods
  • Persisting on difficult talks for increased lengths of time
  • Perspective-taking and early empathy

Key considerations for promoting self-regulation in preschool-aged children:

  • Deliver self-regulation skills instruction universally in preschool classrooms
  • Train preschool staff in co-regulation skills Identify ways to support school and program staff’s own self-regulation capacity
  • Share self-regulation information, ideas, and classroom approaches with parents/caregivers to support their co-regulation and promote consistency across environments (Author introduction)
Target Populations: 
Geographic Focus: 
Page Count: 
2
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