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.
Self-Regulation refers to a child’s developing ability to manage their emotions, behaviour, and attention in ways that are appropriate to their age and stage of development.
What is Self-Regulation?
Self-regulation describes how children begin to manage their emotions, behaviour, and thinking. It includes the ability to stay focused, respond to challenges, and control impulses.
In early childhood, self-regulation is still developing. Children often need support from adults before they are able to manage these processes independently.
Self-Regulation in Early Childhood
Young children are learning how to manage their responses to different situations. This may include:
waiting for a turn
managing frustration
focusing on an activity
following simple instructions
adapting behaviour in social situations
These skills develop gradually through experience, interaction, and support.
The Components of Self-Regulation
Self-regulation is often understood as involving three interconnected areas:
Emotional Regulation
Managing feelings and emotional responses.
Behavioural Regulation
Controlling actions and responses, such as waiting, sharing, or following rules.
Cognitive Regulation
Managing attention, thinking, and problem-solving.
Together, these elements support children in engaging with learning and social situations.
How Self-Regulation Develops
Self-regulation develops over time through repeated experiences and supportive interactions. It is closely linked to co-regulation, where adults help children manage their responses before they can do so independently.
Children develop self-regulation through:
consistent and responsive care
interaction with familiar adults
opportunities to practise managing behaviour
observing and imitating others
developing language to express thoughts and feelings
This development is gradual and varies between children.
Supporting Self-Regulation in Early Years Practice
Practitioners can support self-regulation through a range of approaches.
These may include:
providing predictable routines
supporting children to understand their emotions
modelling calm and appropriate behaviour
using co-regulation strategies
creating environments that support focus and engagement
These approaches help children build the skills needed to manage their own responses over time.
Common Questions About Self-Regulation
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Emotional regulation is one part of self-regulation. Self-regulation also includes managing behaviour and attention.
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Young children are developing these skills and often rely on adults for support through co-regulation.
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Self-regulation supports children’s ability to engage in learning, build relationships, and manage challenges.
Summary
Self-Regulation refers to the developing ability to manage emotions, behaviour, and attention. In early years settings, children build these skills gradually through experience, interaction, and support from adults.
Related Glossary Terms
The following glossary entries are closely related to Self-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.