Self Management and Self Regulation

Self Management and Self Regulation

5 January 2025

Ngā pūkenga auaki, whakarite hoki Self-management and regulation

The ability children have to regulate emotions contributes to their success in social interactions and their capacity to learn. Self-management and regulation are essential aspects of social competency—a child’s growing capacity to effectively interact with others. In an early childhood context, this is defined as:

Self-management is defined as having the cognitive control needed for learning: being able to focus attention, persevere, plan, choose, and decide what to do next.

Self-regulation refers to having appropriate control over emotional responses and showing resilience in response to disappointment or conflict.

Both definitions encompass children learning to be aware of feelings, emotions, and behaviours and being able to manage them. This is not easy to learn. It is important that children are given time, space, and multiple opportunities to practise and rehearse to build their competence “ā tōna wā” (in their own time).

Managing self and relating to others are two of the 5 key competencies of the NZ School Curriculum. In a school context, this is defined as:

Managing self: This competency is associated with self-motivation, a can-do attitude, and with students seeing themselves as capable learners. It is integral to self-assessment.

Relating to others: Relating to others is about interacting effectively with a diverse range of people in a variety of contexts. This competency includes the ability to listen actively, recognise different points of view, negotiate, and share ideas.

A calm, unhurried physical and emotional environment that allows time for rich and supportive interactions to occur is crucial in supporting children to safely learn about managing their feelings and behaviours. 

Children vary widely in their understanding of emotions, both their own and others. They may also display different emotions in the same situation.

The development of oral language is a significant contributor to children's growing capacity to regulate their emotions. 

  • Infants begin learning about self-regulation and managemnt through their environment as their parent or caregiver interprets their nonverbal or verbal cues and moderates their emotions. 
  • Toddlers are more able to communicate emotional needs through labelling thoughts, emotions, and intentions. Toddlers have strong feelings that can be intense and unpredictable. They are still learning to self-regulate. 
  • Through the development of verbal communication, young children assume greater responsibility for their own emotional functioning but still require support to express, articulate, and resolve a range of emotions. 

Here’s some effective strategies to:

Support children to understand, express, and regulate their emotions

  • Talk about feelings with children and supporting them to name and describe feelings.
  • Notice and give feedback to children when they demonstrate self-regulation.

Help children build resilience and a sense of self-worth

  • Give children positive feedback that affirms their developing skills and competencies.
  • Prepare children for changes by talking about feelings triggered by change.
  • Positively acknowledge children’s attempts and approximations at meeting expectations.

Provide positive guidance during heightened emotions

  • Provide appropriate support when children are experiencing heightened emotions.
  • Model strategies for managing emotions.
  • Check in with children when they have calmed down.

Excerpts from https://tewhariki.tahurangi.education.govt.nz/