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