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Self Regulation-A Lifelong Journey
Linda Gillespie
Objectives
• Define self-regulation and it’s components• Define the role of relationships in supporting
self-regulation• Share information about the role of
temperament, goodness of fit in promoting self-regulation
Self-Regulation the ability to:
• Gain control of bodily functions• Manage powerful emotions• Maintain focus and attention• Supported by a familiar adult
It’s All About Relationships• Babies are learning-
– What to expect in relationships of themselves and others….
All learning doesn’t happen within relationships…but no learning can happen without them…
How You Are Is As Important As What You Do
The growth of self-regulation is the cornerstone of early childhood development and is visible in all areas of learning and behavior. (Shonkoff & Phillips 2000)
What’s a better predictor of school success? IQ, test scores, or self-regulation?
Self-Regulation the ability to:
• Gain control of bodily functions• Manage powerful emotions• Maintain focus and attention
Regulation is Relationship Dependent
Regulated by others
“Shared” regulation
“Masters” of their own behavior
Social Learning Theory
NOTHING STARTS AT THREE!
Fonagy & Target (2002)
“In one sense we can consider the whole of child development to be the
enhancement of self-regulation.”
What is temperament?
1. “An inborn characteristic that predisposes individuals toward specific emotional responses.”
2. “The basic style which characterizes a person’s behavior.”
3. “The way we approach and react to the world. … our own personal “style” that is present from birth.”
What do we know about temperament?
Biologically based Fairly constant over time Influences the child’s reactions to
people and the environment •
(Thomas, Chess, Birch, Hertzig & Korn, 1963)
Temperament Types
Easy-Goingor Flexible
Slow-to-warm or Fearful
Active or Feisty
Adapted from: IT 3 ,PITC; CSEFEL. Infant Toddler Module 1
Pho
to: M
icro
soft
Clip
art
Pho
to: M
icro
soft
Clip
art
Pho
to: M
icro
soft
Clip
art
16
Temperament TraitsActivity level –
Biological rhythms –
Approach/withdrawal
–
Mood –
Intensity of reaction –
Sensitivity –
Adaptability –
Distractibility –
Persistence –
always active or generally still
predictability of hunger, sleep, elimination
response to new situations
tendency to react with positive or negative mood, serious, fussy
energy or strength of emotional reaction
comfort with levels of sensory information; sound, brightness of light, feel of clothing, new tastes
ease of managing transitions or changes
how easily a child’s attention is pulled from an activity
how long child continues with an activity he/she finds difficult
Adapted from Wittmer and Peterson, 2004
Temperament Types
Easy-Goingor Flexible
Slow-to-warm or Fearful
Active or Feisty
Regular rhythms Adapts slowly Active
Positive mood Withdraws Intense
Adaptability Distractible
Low intensity Sensitive
Low sensitivity Irregular
MoodyAdapted from: IT ,PITC; CSEFEL. Infant Toddler Module 1
Pho
tos:
Mic
roso
ft C
lipar
t
1818
Temperament TraitsTemperament Traits Plotted
Active
Regular Predictable
Quick to adapt
Initial approach
Very Very Very Very Strong Intense
Very Long Positive Variable
5
4
3
2
1
Quiet
Irregular Unpredictable
Slow to adapt
Initial withdrawal
Not to sound
Not to
light
Not to temperature
Not to touch
Mild to Low Not Short Negative Stable
Activity level
Rhythmicity
Adaptability Approach/ Withdrawal
Sensitivity to stimulations Intensity of emotional response
Distractibility
Attention
span Persistence
Quality of Mood
Adapted from: Butterfield, Martin, Prairie & Martin. Emotional Connections: How Relationships Guide Early Learning.
ZERO TO THREE: Washington, DC. 2004, Worksheet 2.2 (p. 1).
1919
Temperament TraitsTemperament Traits Plotted
Active
Regular Predictable
Quick to adapt
Initial approach
Very Very Very Very Strong Intense
Very Long Positive Variable
5
4
3
2
1
Quiet
Irregular Unpredictable
Slow to adapt
Initial withdrawal
Not to sound
Not to
light
Not to temperature
Not to touch
Mild to Low Not Short Negative Stable
Activity level
Rhythmicity
Adaptability Approach/ Withdrawal
Sensitivity to stimulations Intensity of emotional response
Distractibility
Attention
span Persistence
Quality of Mood
Temperament Traits
Temperament Traits Plotted
Active
Regular Predictable
Quick to adapt
Initial approach
Very Very Very Very Strong Intense
Very Long Positive Variable
5
4
3
2
1
Quiet
Irregular Unpredictable
Slow to adapt
Initial withdrawal
Not to sound
Not to
light
Not to temperature
Not to touch
Mild to Low Not Short Negative Stable
Activity level
Rhythmicity
Adaptability Approach/ Withdrawal
Sensitivity to stimulations Intensity of emotional response
Distractibility
Attention
span Persistence
Quality of Mood
= Donna
21
Goodness of Fit
The compatibility between the adult’s temperament and the child’s temperament.
Photo: EHS NRC
Self-regulation and Goodness of Fit
• Framework for making decisions• Rationale for understanding behavior
Strategies for Supporting Self-Regulation
• Observe closely• Respond• Structure and predictability• Arrange the environment• Age-appropriate limits• Empathy and caring
Baby Steps