Self-regulation in Children: Creating a Supportive Play Space

This is the second part of a two-part series on self-regulation. Changing the play area can support the development of self-regulation skills. Although most children acquire self-regulation through positive early experiences, experts suggest that self-regulation is a skill that needs guidance or to be taught.

Children need adults who understand child development

Adults who know general milestones and abilities in child development have accurate expectations of what children can do. When the development of each child is supported, tasks and skills in self-regulation are obtainable.

It is advantageous to plan in guiding certain developmental skills that are not yet present for children. For example, knowing an infant cannot yet talk, you can plan to respond to her needs by being attentive, understanding and recognizing signs of communication, and modeling language.

Tips for encouraging self-regulation

For preschool-age children, try games where control and listening are needed, such as red light/green light. For toddlers and younger preschoolers it is helpful to teach games, songs, and finger plays that use self-control, such as making voices loud then soft, adding motions to a song in place of the words, or moving to different tempos of music.

As complex developmental skills increase so will children's skills in managing self-regulation. Click on the following link to the Department of Health and Human Services Administration for Children and Families for more strategies on how you can support your child's self-regulation through early childhood.

Children need supportive play spaces or learning environments

Research has shown that early positive attachments support self-regulation. In addition to positive attachments with adults, young children need to feel comfortable, engaged, and loved in their environment.

In looking at you your play space, provide experiences and materials that are engaging, inspiring, and appropriately challenging. Allow for adequate freedom of exploration so children can experience self-choice and encounter problems to solve. Mix in balance and structure of a routine supporting predictability and provides reassurance for young children. The child's view of the environment should be, "I belong here." Consider posting photographs of your family and having pictures and materials that interest the child or that the child has created.

Creating a comforting space

Think about light, color, noise level, walls, room arrangement, furniture, and temperature; all of these can affect children. Be sure to provide quiet spaces, private spaces, personal spaces, spaces pleasing to look at, space for physical movement, space for sensory motor (sand/water), mirrored spaces, and spaces that encourage engagement with family. And remember to consider the children's personalities and family/culture when creating these spaces in your home.

Tips to encourage self-regulation

Anticipate transitions or situations that may add a challenge for your children and plan ways to help. For example, Chole has a difficult time transitioning from outside to inside play time. Give time for her to know the change is coming. Try interacting with her before the change occurs. Prompt Chole to think about what she will do when she gets back inside and possibly offer a job, such as carrying the toys inside.

Children need practice in self awareness

When children learn about their own self-awareness, they can then begin to understand how to use self-control, reflection, and planning. They also can begin to understand the awareness of others. The discovery of self-awareness is strongly connected to self-regulation. Infants begin to learn about self-awareness when their needs are met. Young children are learning about self-awareness when they start to learn about controlling their body. Older children learn more about self-awareness by interacting with and watching the actions of others.

Provide practice in self-awareness

• Ask children open-ended questions that encourage them to reflect and process their ideas
  Example: What is your thinking … What do you think will happen if…?
• For very young children, provide words for experiences, feelings
• Allow children to plan and add input to activities and projects
• Provide problem-solving strategies to children
• Offer choices instead of demands (Would you like to use warm water or cold water?)
• Practice role playing
• Provide activities for practicing physical control: stop and go games, listening games
• Provide activities for partnering
• Provide journal materials for writing (or drawing)
• Read stories that relate to self and self-awareness

Embracing your role in understanding the development of self-regulation not only benefits your children's future school readiness and success, but also plays a key role in their overall achievements, ability to get along with others, and to their quality of living.

References

Bodrova, E., & Leong, D. J. (2015). Vygotskian and Post-Vygotskian Views on Children's Play. American Journal of Play, 7(3), 371-388.

Fong, Vicki. 2007. "Self-regulation abilities, beyond intelligence, play major role in early achievement." Summary of article by Blair, C. and R. P. Razza in Child Development 78 (2). retrieved April 3, 2007.

Perry, Bruce D. "Keep the Cool in School: Self-regulation - the Second Core Strength." Retrieved August 13, 2007.

Adapted from the Penn State Extension Better Kid Care Tip Sheet #1006. Self-regulation: Searching intentional practices - Environment (PDF). Revisions by Jacqueline Amor-Zitzelberger.