Promoting Self-Regulation in the First Five Years: A Practice Brief

Introduction

• Early childhood is a critical period for brain development and self-regulation skills.
• The brief is designed for early childhood leaders, offering guidelines to promote self-regulation in children aged 0-5 years.
• Developed by the Duke Center for Child and Family Policy for the Administration for Children and Families (ACF).
• Self-regulation is key for wellbeing, affecting physical, emotional, social, economic health, and educational achievement.

Importance of Self-Regulation

• Defined as managing thoughts and feelings to enable goal-directed actions.
• Essential for school performance, relationships, and behavioral management.
• Promotes resilience against adversity.

Development of Self-Regulation

• Influenced by biological predispositions, caregiver support, and environmental context.
• Requires structured environments and supportive relationships.
• Individual differences in development need tailored support.

Benefits of Early Focus on Self-Regulation

• Early experiences wire the brain's architecture.
• Critical skills developed include attentional control, problem-solving, and coping strategies.

Role of Parents and Caregivers

• Strong link between parenting and self-regulation development.
• Caregivers provide a warm, responsive environment and structure.
• Three main supports: warm relationships, manageable environments, and teaching/coaching skills.

Self-Regulation Across Developmental Stages

Infancy

• Shift attention or avert gaze when overwhelmed.
• Self-soothe to reduce distress.

Toddlerhood

• Focus attention for short periods.
• Label feelings and delay gratification.

Preschool

• Recognize and identify solutions to problems.
• Use strategies like deep breaths for calming.

Effective Co-Regulation

• Caregivers must manage regulatory needs and model self-regulation.
• Capacity depends on the caregiver's self-regulation skills.

Interventions

• Two main approaches: teaching co-regulation to caregivers and providing age-appropriate skills to children.
• Preschool interventions show more consistent effects than those for infants/toddlers.

Key Considerations for Practice

1. Provide information on self-regulation and co-regulation to all parents.
2. Deliver interventions for parents under high stress or adversity.
3. Train caregivers and teachers in co-regulation.
4. Support caregivers' own self-regulation capacity.
5. Deliver skills curricula to preschoolers.
6. Provide intensive support for children with significant challenges.

Summary

• Early investment in self-regulation skills has long-term benefits.
• Stronger self-regulation leads to better income, financial planning, lower substance use, and health costs.

Additional Information

• For more on ACF-supported programs, refer to Report 4.

Citation:

• Rosanbalm, K.D., & Murray, D.W. (2017). Promoting Self-Regulation in Early Childhood: A Practice Brief. OPRE Brief # 2017-79.