ENGAGE
Self control and regulation refer to a person’s ability to adapt and control their behavior, attention, and energy. Having strong self-regulation skills indicates that a child is able to behave in a socially acceptable way, controlling impulses and matching their energy level to the situation. These skills enable us to set priorities and resist impulsive actions or responses.
The following infographic from the Mehrit Center’s Shanker Self-Reg provides a clear description of the difference between self-control and self-regulation. While both are necessarily components for the development of executive function skills, it is important to differentiate between the two. Throughout this training we use the two terms interchangably, as it is what is familiar to most teachers. However, we are primarily referring to the higher-order thinking skills described by Shanker as “regulation.”
The following infographic from the Mehrit Center’s Shanker Self-Reg provides a clear description of the difference between self-control and self-regulation. While both are necessarily components for the development of executive function skills, it is important to differentiate between the two. Throughout this training we use the two terms interchangably, as it is what is familiar to most teachers. However, we are primarily referring to the higher-order thinking skills described by Shanker as “regulation.”
| SELF-REGULATION VS SELF-CONTROL |
The process of developing self-regulation and control skills is a complex one. It is not a skill that develops in isolation, and integrates information from multiple senses. Self regulation involves three different areas of development, as described by Kid Sense Child Development Australia:
- Sensory regulation: refers to a child’s ability to maintain an appropriate level of alertness to respond across environments to the sensory stimuli present
- Emotional regulation: refers to a child’s ability to respond to social norms with a range of emotions through initiating, inhibiting, or modulating behavior in a given situation, as is socially acceptable
- Cognitive regulation: refers to a child’s ability to use cognitive processing skills necessary for problem solving to demonstration attention and persistence to tasks
According to the Virginia Commonwealth University Department of Education Training and Technical Assistance Center,, self-regulatory behaviors begin in infancy. Thumb-sucking and self-soothing are early milestones which can pave the way for future regulatory skills; toddler behaviors include the complex process of walking and reaching for objects. From a social-emotional learning standpoint, sharing toys with peers and calming down from an emotional trigger are stepping stones to further growth and learning. Reframing our mindset about challenging behavior--becoming emotionally distraught when a child takes a toy, or hitting another child when a toy is taken--is to acknowledge a child’s gap in self-control and regulation skills.
So why is self-regulation important? In the first five years of life, a critical developmental period occurs in which children lay the foundation for social emotional and self-regulatory success. Research indicates that self-regulation is a critical component in predicting future academic success. Indicators of these skills in primary grades include focused attention on tasks, the ability to stay on target, filter out distractions, inhibit impulsive behavior, plan one’s actions, reflect on thinking, and demonstrate empathy. Other skills that build upon self-regulation include turn-taking, active listening, following directions, and communicating verbally. As you have read and learned more about executive function, you can see the similarities between self-control and executive function in general. In essence, executive function is not possible without self-regulation skills.
So why is self-regulation important? In the first five years of life, a critical developmental period occurs in which children lay the foundation for social emotional and self-regulatory success. Research indicates that self-regulation is a critical component in predicting future academic success. Indicators of these skills in primary grades include focused attention on tasks, the ability to stay on target, filter out distractions, inhibit impulsive behavior, plan one’s actions, reflect on thinking, and demonstrate empathy. Other skills that build upon self-regulation include turn-taking, active listening, following directions, and communicating verbally. As you have read and learned more about executive function, you can see the similarities between self-control and executive function in general. In essence, executive function is not possible without self-regulation skills.