Part of the EYFS Glossary
This article forms part of our EYFS Glossary of Early Years Education Terms, which explains key curriculum, pedagogy, and assessment language used in early years practice.
Co-Regulation refers to the process by which an adult supports a child in managing their emotions, behaviour, and responses through guidance, reassurance, and shared interaction.
What is Co-Regulation?
Co-regulation describes how adults support children in managing their emotions and behaviour. Young children are not yet able to regulate their emotions independently, so they rely on adults to help them feel safe, calm, and understood.
Through consistent and responsive support, children gradually learn how to manage their own emotions and responses over time.
Co-Regulation in Early Childhood
In early childhood, co-regulation is a key part of development. Children may experience strong emotions but need support to understand and manage them.
Co-regulation may involve:
comforting a child who is distressed
helping a child calm down
supporting children to understand their feelings
guiding behaviour in a supportive way
These experiences help children begin to recognise and manage their emotions.
How Co-Regulation Works in Practice
In practice, co-regulation often takes place during everyday interactions and routines.
For example, a practitioner may:
use a calm voice to reassure a child
acknowledge a child’s feelings
offer comfort or physical reassurance
guide a child towards a solution
model ways to manage emotions
These responses help children feel supported and understood.
The Role of the Adult in Co-Regulation
The adult plays a central role in co-regulation. This involves being responsive, patient, and attuned to children’s needs.
Practitioners may:
recognise signs of emotional distress
respond consistently and sensitively
provide reassurance and support
model calm and regulated behaviour
Through these interactions, children learn how to respond to their own emotions over time.
Co-Regulation and Emotional Development
Co-regulation supports the development of emotional regulation. As children experience consistent support, they gradually develop the ability to manage their emotions more independently.
This process contributes to:
emotional wellbeing
confidence and security
social relationships
readiness for learning
Co-regulation provides the foundation for children’s developing self-regulation skills.
Common Questions About Co-Regulation
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Co-regulation includes helping a child calm down, but it also involves supporting them to understand and manage their emotions over time.
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Co-regulation happens throughout the day during interactions, routines, and moments when children need emotional support.
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As children experience consistent support, they gradually learn strategies for managing their emotions independently.
Summary
Co-Regulation refers to the process by which adults support children in managing their emotions and behaviour. Through responsive interaction and reassurance, children develop the skills needed for emotional regulation and independence over time.
Related Glossary Terms
The following glossary entries are closely related to Co-Regulation and provide additional context:
Further Guidance | Related Documents within our ‘EYFS Curriculum & Pedagogy’ suite:
Below you will find a selection of guidance documents from within our Little Owls Resources ‘Curriculum & Pedagogy’ area which explore this concept (& its age-specific application within EYFS settings) in greater depth.
[For additional documents please visit our support pathways: Baby | Toddler | Preschool | Reception | Mixed-Age]
Further Guidance | Related Resources within our ‘Printable Provision’ area:
Disclaimer
The information provided in this glossary is intended to support understanding of terminology commonly used within the Early Years Foundation Stage (EYFS). It does not constitute official guidance and should not be considered a substitute for the EYFS Statutory Framework or other Department for Education publications.
Terminology and interpretations may vary between settings and professional contexts.