With self-regulation being formally added to the proposed ELGs, it’s more important than ever that you and your staff understand what it is, and how you work on it in the setting.
Self-regulation is the ability to understand, control, and modify our own behaviour – and it’s a key skill children need to learn.
Katrina McEvoy explains why it’s so important that we focus on what children do best and, using knowledge of theory and practice, help children become confident life-long learners.
Encouraging children to be independent learners means we need to know much more about how children learn rather than just what they learn.
This is because children who are able to take control of their own learning – even in the early years – become much more successful in later life. This is self-regulation, and self-regulated learners are much better set up to become high achievers. It’s not what you know – it’s how much in control of your own learning you are.
As children develop further they become aware of how they learn and can control their own learning in a more conscious way. This is called meta-cognition – a sort of thinking about thinking. To understand more about self-regulating in this way there are some psychological principles that we need to know about because they are the bedrock that self-regulation needs to thrive.
And those psychological principles have to start with a secure base…
Emotional security and warmth
The first essential is emotional security and warmth.
This starts at birth as secure attachments with close carers begin to develop and give the child a safe base from which to explore. These warm secure attachments come from the quality and consistency of early relationships, precisely why the key person relationships we have are so important in the early years.
The first type of self-regulation a baby learns to develop is emotional regulation. As their brain develops, the neuron pathways that fire most often become strengthened, while others gradually wither away. As adults support babies to regulate their emotions, the brain develops in a way that will let the child become self-regulating as these pathways in the brain become well used.
So that’s where you come in – the importance of warm and supportive attachment relationships continues when children start nursery or school. Attachments to key people lead to children feeling free to be themselves and play and explore from a safe base.
What about motivation?
Young babies are motivated by several key concepts, or innate drives. One is the need to have some control over what happens to them. When they learn that what they do has an effect on what happens in their lives, they’re motivated to do things to make other things happen.
They’re also motivated by challenge and will strive to find interesting things that stimulate their developing brains. Babies are also born with an explanatory drive, making them highly motivated to be curious and notice patterns in the world as they go out in search for explanations.
According to key thinkers like Vygotsky, they learn best when they are trying to make sense of things or do something that’s close to the edge of their ability. This is often helped, by having just enough adult support – what Bruner called scaffolding. In turn, knowing when to sensitively withdraw that support leads to independence.
Human beings are social creatures and are specially adapted to learn in social contexts. As Vygotsky emphasised, most learning occurs through socialising, and so having good communication and social skills is vital for any young child to develop self-regulated learning.
As time goes on, it becomes more important for children to be able to speak their own thoughts in order for them to develop the ability to regulate how they learn for themselves. By speaking their thoughts out loud as they talk to themselves about how they’re doing things, children are gradually learning how to develop internal thought processes. This might not be conscious to begin with, but gradually children can be encouraged to be explicit about their own learning.
So what makes a difference?
So children’s self-regulatory development is best supported where there is:
Emotional warmth & security
Feelings of control
Appropriate levels of cognitive challenge
Lots of opportunity and encouragement to speak and reflect on their own learning
Given these basics, babies are highly motivated to learn. Babies live in the moment and don’t worry about embarrassment. They don’t think it’s too hard or not worth the effort – they stretch themselves daily. They want to learn, and it comes from within.
This high degree of motivation and a willingness not to give up but to persevere when things get difficult often seems to diminish as children get older. What is it then that often puts a damper on the exuberant learning we see in babies?
What usually makes the difference is the interactions children have with others as they are encouraged to push themselves and keep going. Children who don’t have this support often lose the motivation to succeed.
Children need to be encouraged to keep trying at things and persevere with different strategies so that they can eventually succeed. And of course, they need to be helped and scaffolded by their close adults.
Perseverance, then, is a key component of becoming self-regulated and this motivation is essential if children are to learn how to learn. They need to have some control and be able to make their own choices – and you are absolutely central in encouraging them to do this.
What children feel about themselves is at the very core of self-regulation, and knowing you can succeed if you keep persevering is key. The human brain takes a comparatively long time to develop, hence our long childhood compared to other mammals.
That’s the thing with self-regulation – this long childhood has an evolutionary purpose. Overall control of thinking – or meta-cognition – develops slowly in the frontal lobes of the brain. The connections here grow hugely during the second year and gradually over many years the connections become strengthened and others gradually fade away.
That’s why continuing support for every child to become a self-regulated learner is so important.
How video can help develop your self-regulation practice
I’ve been involved in making Siren’s award-winning films for many years now, and more recently I’ve decided that what would be really useful would be a library of short film clips that could be used as a basis to build bespoke training sessions.
So I developed the Early Years Clip Library to help practitioners understand theory in practice by being able to watch short video clips.
Siren Films have a long-standing reputation for the production of high-quality films focused on child development that illustrate key concepts and points of good practice using real-life observations.
How to use the Early Years Clip Library
The clips provide you with the ability to focus in very directly on particular points and to generate discussion, joint observation, and assessment within your team. We provide prompt questions with each video as an aid to guide observation without predefining the outcomes.
This specific collection of clips focus on what self-regulation looks like and what the adults are doing to support this behaviour.
In our experience, training is most effective when the learning points come directly from the participants and the clip library is perfect for this kind of self-directed learning. It enables you to schedule more frequent, shorter and more sharply focused continuous development sessions which can be revisited later on.
The clip library enables you to provide more targeted support and to assess the impact, while the ready accessibility of the individual short clips means you can return to them at your convenience to reassess, reemphasise and highlight learning points with specific practitioners when they need it.
Official Danish Government Reopening Advice
Guidance from the Danish Health Ministry, translated in full to English.