Self-Regulation: Asking Why

By January 26, 2016Parkland Players

This is the third post in a series of posts on self-regulation.

An important thing to consider regarding self-regulation is WHY a child might be having trouble doing it.

It is easy to dismiss a child’s inability to focus in a learning setting as boredom or disinterest in the material, however this is more often a problem of self-regulation.

A good example is the anxious child. Often, anxious or nervous children have trouble focusing or staying alert. Their anxiety may not always be apparent however their lack of focus often is. In this example, difficultly self-regulating is indicating a larger underlying problem…anxiety, and this problem needs to be uncovered and accounted for by educators or caregivers. Once this problem is discovered, a child’s environment can be adjusted to produce less anxiety (for example making it less stimulating).

In conclusion, self-regulation helps to better understand the characteristics that define a child, their strengths and weaknesses in certain setting and how to facilitate their growth so they can reach their full potential.



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