{"id":14238,"date":"2021-10-06T16:51:12","date_gmt":"2021-10-06T15:51:12","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/?page_id=120"},"modified":"2026-03-23T19:10:30","modified_gmt":"2026-03-23T19:10:30","slug":"self-regulation","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/self-regulation\/","title":{"rendered":"Self-Regulation"},"content":{"rendered":"<section id=\"builder-section-text_11\" class=\"builder-section-first builder-section builder-section-text builder-section-last builder-section-full-width builder-text-columns-1\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_11-column-1\">\n<div class=\"builder-text-content\">\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-17260\" src=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/11\/24142205\/Wellbeing-Inclusion-Equality-icon-300x300.png\" alt=\"\" width=\"50\" height=\"50\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/11\/24142205\/Wellbeing-Inclusion-Equality-icon-300x300.png 300w, https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2025\/11\/24142205\/Wellbeing-Inclusion-Equality-icon.png 756w\" sizes=\"auto, (max-width: 50px) 100vw, 50px\" \/><\/p>\n<h1><span style=\"color: #800000;\">Self-Regulation<\/span><\/h1>\n<p><a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/self-regulation-resources-and-collated-guidance-pages\/\"><span style=\"color: #ff6600;\"><strong>Resources<\/strong> <span class=\"ttfmake-icon mceNonEditable fas\">\uf0ad<\/span><\/span><\/a><\/p>\n<h3>What is it? <a href=\"https:\/\/glowscotland-my.sharepoint.com\/:i:\/g\/personal\/earlylevelportal_glowmail_org_uk\/Ea70L9zPT5BKoYgnae2P-bkB1mdyvrTW1QZboVw3785vvw?e=gcMOeW\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-15124 size-medium\" src=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2023\/08\/21161704\/5_Steps_Self-Reg-scaled-2-300x232.jpg\" alt=\"\" width=\"300\" height=\"232\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2023\/08\/21161704\/5_Steps_Self-Reg-scaled-2-300x232.jpg 300w, https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2023\/08\/21161704\/5_Steps_Self-Reg-scaled-2-1024x792.jpg 1024w, https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2023\/08\/21161704\/5_Steps_Self-Reg-scaled-2-768x594.jpg 768w, https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2023\/08\/21161704\/5_Steps_Self-Reg-scaled-2.jpg 1260w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/h3>\n<p>Self-regulation is recognised in <a href=\"https:\/\/education.gov.scot\/media\/3bjpr3wa\/realisingtheambition.pdf\" target=\"_blank\" rel=\"noopener\">Realising The Ambition<\/a> as one of the most\u00a0important areas of child development.\u00a0 Self-regulation involves children\u2019s developing ability to regulate their emotions, thoughts and behaviour to enable them to move forward in positive ways.\u00a0 Practitioners should develop a pedagogy, including the use of co-regulation strategies, which will help children develop their self-regulatory skills.<\/p>\n<p><a href=\"https:\/\/glowscotland-my.sharepoint.com\/:i:\/g\/personal\/earlylevelportal_glowmail_org_uk\/EX5zcKQjg_hJvDbxtZELBIwBAo363XMwJMwmQ_z9n8sv9Q?e=W6Mfpa\" target=\"_blank\" rel=\"noopener\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-15122 size-medium\" src=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2023\/08\/21161636\/5_Domains_Self-Reg-scaled-1-233x300.jpg\" alt=\"\" width=\"233\" height=\"300\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2023\/08\/21161636\/5_Domains_Self-Reg-scaled-1-233x300.jpg 233w, https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2023\/08\/21161636\/5_Domains_Self-Reg-scaled-1-794x1024.jpg 794w, https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2023\/08\/21161636\/5_Domains_Self-Reg-scaled-1-768x990.jpg 768w, https:\/\/blogs.glowscotland.org.uk\/sb\/public\/earlylevelportal\/uploads\/sites\/3720\/2023\/08\/21161636\/5_Domains_Self-Reg-scaled-1.jpg 977w\" sizes=\"auto, (max-width: 233px) 100vw, 233px\" \/><\/a>\u201c<cite>As a starting point, research with young children supports the view that the following dimensions are among the <strong>most important<\/strong> aspects of child development, underpinning not just learning but also essential for survival and flourishing: executive function and self-regulation, communication and language, confidence, creativity and curiosity, movement and coordination, and self and social development<\/cite>.\u201d<\/p>\n<p>(<a href=\"https:\/\/education.gov.scot\/media\/3bjpr3wa\/realisingtheambition.pdf\" target=\"_blank\" rel=\"noopener\">Realising the Ambition<\/a>, Scottish Government, 2020, p. 23)<\/p>\n<h3>\u00a0<\/h3>\n<h3>Key messages:<\/h3>\n<p><strong>Interactions<\/strong><\/p>\n<ul>\n<li>The adult\u2019s role as co-regulator is critical in a child\u2019s development of self-regulation.\u200b<\/li>\n<li>As suggested in Realising the Ambition, young children often need to \u201cborrow\u201d our ability to manage stress.\u00a0 They need to be re-assured and learn from the adult\u2019s understanding that all is well, they need help to manage strong feelings or work out what to do. \u200b<\/li>\n<li>Co-regulation requires self-awareness from adults<strong>.<\/strong>\u200b\u00a0 This requires us to understand our own triggers \u2013 whether this is a physiological trigger such as hunger or thirst, or an emotional trigger when we feel upset by comments or actions.\u200b<\/li>\n<li>Young children can be overwhelmed by what we perceive as quite small stressors.\u00a0 A child\u2019s expression of their emotions is often an unconscious way in which they tell us that they have an unmet need, and that they can\u2019t manage this for themselves.\u00a0\u00a0<\/li>\n<\/ul>\n<p><strong>Experiences<\/strong><\/p>\n<p style=\"padding-left: 40px;\"><cite>\u201cThe routines that we have in place help young children feel secure as they come to know what is happening, and what will happen next. They give children regularity, predictability, security and a sense of safety.\u201d\u00a0 <\/cite><\/p>\n<p style=\"padding-left: 40px;\"><cite>(<a href=\"https:\/\/education.gov.scot\/media\/3bjpr3wa\/realisingtheambition.pdf\" target=\"_blank\" rel=\"noopener\">Realising the Ambition<\/a>, Education Scotland, 2020, p27.)<\/cite><\/p>\n<ul>\n<li>Children experience vertical and horizontal <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/transitions\/\" rel=\"noopener\">transitions<\/a> Vertical transitions involve major changes for families. Horizontal transitions are smaller transitions that occur throughout the course of the day.<\/li>\n<li>Free <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/play\/\" rel=\"noopener\">play<\/a> experiences also support children\u2019s ability to Self-Regulate in later years \u201cResults showed that the more time children spent in unstructured quiet play in the toddler and preschool years, the better their self-regulation abilities at ages 4\u20135 and 6\u20137 years.&#8221;\u200b\u00a0 (<a href=\"https:\/\/research-management.mq.edu.au\/ws\/portalfiles\/portal\/185362656\/185334664.pdf\" target=\"_blank\" rel=\"noopener\">Early Childhood Research Quarterly<\/a>, Free play predicts self-regulation years later, Collivera, Harrison, Brown and Humburg)<\/li>\n<\/ul>\n<ul>\n<li>It&#8217;s important to find a balance between familiar routines and opportunities for free flow and unstructured play\u200b<\/li>\n<\/ul>\n<p><strong>Spaces<\/strong><\/p>\n<ul>\n<li>An uncluttered, quiet and calm <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/spaces\/\" rel=\"noopener\">environment<\/a> is important for the development of self-regulation in children.\u200b<\/li>\n<li>\u200bNatural light has a more positive impact on wellbeing and learning.\u00a0 Bright lights can be overstimulating and dysregulating.<\/li>\n<li>Noise levels can be dysregulating for both children and adults in settings and children are less able to \u2018tune out\u2019 background noise.<\/li>\n<li>For some children, bright colours can be overstimulating.\u00a0 Spaces do not need to be fully neutral, but when colour is used more thoughtfully it can enhance mood and atmosphere and support children\u2019s learning. \u200b<\/li>\n<li>\u201c<cite>Settings need places that are quiet and places that can be noisier\u2026places that are calmer and more tranquil.\u00a0 Conversations in quiet places are often more contemplative and can frequently be personal and revealing\u2026 Conversations in stimulating spaces are often energetic and quick-fire<\/cite>.\u201d (<a href=\"https:\/\/blogs.shu.ac.uk\/eyts\/files\/2020\/07\/Fisher-J-Chapter-4.pdf\" target=\"_blank\" rel=\"noopener\">Environments conducive to conversations<\/a>, Open University Press, J. Fischer (p.60)\u00a0<\/li>\n<li>A\u00a0\u201cfeel better space\u201d\u00a0is an area of the learning environment where a child can go when they feel overwhelmed, distressed or need time and space to regulate their behaviour with a calm regulated adult.\u00a0\u200b<\/li>\n<\/ul>\n<h3>\u00a0<\/h3>\n<h3>Ways we can do this:<\/h3>\n<p><strong>Interactions<\/strong><\/p>\n<p>Practitioners should:<\/p>\n<p style=\"padding-left: 40px;\"><a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/sensitive-interactions\/\" rel=\"noopener\">Interact<\/a> in warm, responsive ways.\u200b<\/p>\n<p style=\"padding-left: 40px;\">Recognise and respond to children\u2019s cues. \u200b<\/p>\n<p style=\"padding-left: 40px;\">Provide physical and emotional comfort when a child is distressed. \u200b<\/p>\n<p style=\"padding-left: 40px;\">Provide consistent routines and structure.\u200b\u00a0 <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/individualised-support-care-plan-plus\/\">(Implement a Care Plan+ to support this if necessary.)<\/a><\/p>\n<p style=\"padding-left: 40px;\">Model self-calming strategies. \u200b<\/p>\n<p style=\"padding-left: 40px;\">Identify and express emotion, calming , waiting, and solving problems together.<\/p>\n<p style=\"padding-left: 40px;\">Consider using a self-regulation script to ensure consistent approach by a team.<\/p>\n<p><strong>Experiences<\/strong><\/p>\n<p style=\"padding-left: 40px;\">Be aware of changes and transitions in children\u2019s lives and provide warm, safe and familiar experiences and routines to support their <a href=\"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/health-and-wellbeing\/\" rel=\"noopener\">well-being<\/a>.\u200b<\/p>\n<p style=\"padding-left: 40px;\">Be as consistent as possible with familiar routines\u200b e.g. self registration, snack, gather times.\u00a0 Use these routines to signal change and prepare children for transitions, e.g. \u201cWe get ready to go home after brushing teeth.&#8221;<\/p>\n<p style=\"padding-left: 40px;\">Using visuals &#8211; pictures and labels can help children to follow the flow of the day and know what is coming next.<\/p>\n<p style=\"padding-left: 40px;\">Practitioners may also use signals to alert children that a change in routine is about to happen, e.g. music or sounds for \u2018Stop and Sort\u2019, snack and gather times.<\/p>\n<p><strong>Spaces<\/strong><\/p>\n<p style=\"padding-left: 40px;\">Use as much natural light as possible, keep windows clear of displays and use soft lighting where appropriate.<\/p>\n<p style=\"padding-left: 40px;\">Reduce excessive noise by considering the layout of spaces, resources used and observing how children are interacting with spaces.\u00a0 Consider adding mats and soft surfaces in noisier spaces e.g. construction.<\/p>\n<p style=\"padding-left: 40px;\">Provide some calm, tranquil, quiet places and some designated spaces for noisier, more energetic play.\u00a0 This could be achieved by design or through modelling the use of the space by practitioners.<\/p>\n<p style=\"padding-left: 40px;\">Consider the impact of the use of that colour in the Learning Environment. Use colour to create different moods in different spaces.<\/p>\n<p style=\"padding-left: 40px;\">Develop a \u201cfeel better space\u201d, which can be used to support co-regulation and self-regulation.\u00a0 This should be an accessible space, designed to help children to feel calm and safe.\u00a0 It is <strong><u>not<\/u><\/strong> a time out space.<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"<p>Self-Regulation Resources \uf0ad What is it? Self-regulation is recognised in Realising The Ambition as one of the most\u00a0important areas of child development.\u00a0 Self-regulation involves children\u2019s developing ability to regulate their emotions, thoughts and behaviour to enable them to move forward in positive ways.\u00a0 Practitioners should develop a pedagogy, including the use of co-regulation strategies, which &hellip;<\/p>\n","protected":false},"author":7767,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"template-builder.php","meta":{"footnotes":""},"class_list":["post-14238","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/14238","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/users\/7767"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/comments?post=14238"}],"version-history":[{"count":47,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/14238\/revisions"}],"predecessor-version":[{"id":20843,"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/pages\/14238\/revisions\/20843"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sb\/earlylevelportal\/wp-json\/wp\/v2\/media?parent=14238"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}