Welcome to our Self-Reg Misconceptions blog & video series! Over the next 24 weeks we will post a Self-Reg misconception a week and unpack true Self-Reg. To kick us off…
Misconception #1: “I don’t see how Kindergarten children can learn to self-regulate.”
As early childhood educators, we often hear the misconception that young children, especially kindergarteners, are incapable of self-regulating. The idea is that they simply can’t manage their behavior on their own. However, this is far from the truth! Children are constantly self-regulating, but sometimes it’s in subtle ways that may go unnoticed. In the video below Stuart & Susan share how children can manage their energy and stress, often through behaviors that might seem disruptive at first glance. For example, a child who is wandering around the room during a music class may actually be self-regulating by reducing the stress they feel from the situation. They may not have the words to explain this, but their actions are serving a purpose in maintaining their internal balance.
In the video, we dive deeper into the idea that self-regulation is not about controlling behavior but about managing stress and energy. By acknowledging and reframing a child’s actions as efforts to self-regulate, we can come up with solutions that meet their needs. Instead of focusing solely on managing behavior, we should focus on the underlying reasons for a child’s actions. This perspective allows us to be more responsive and supportive, helping children develop their self-regulation skills in a way that respects their unique needs.
Self-Reg in Early Childhood Development
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