Children with well-developed self-regulation skills:
- Have fewer behavior problems (Blair & Diamond, 2008)
- Have higher reading and math achievement in Kindergarten (Blair & Razza, 2007)
- Are able to manage their feelings and behaviors better (Blair & Diamond, 2008)
- Are more socially-emotionally competent
- High rates of expulsion in preschool classrooms (Gilliam & Shahar, 2006)
- Lower reading and math achievement in Kindergarten (Blair & Razza, 2007)
- Aggressive and oppositional behavior (Graziano et al., 2006; Raver, 2004)
We begin with simple lessons to help young children learn how to regulate their physical responses to changes changes in the environment. We teach them how to recognize their Warning Signs and then how to regulate them.
We then move to helping them learn how to regulate their emotions by labeling, expressing and owning their feelings. With preschool-age children, we do not get very far into cognitive regulation skills. However, we do find tools like the Self-Regulation Training Board to be very helpful.
Results of the Self-Regulation Training System have been shown to significantly increase self-regulation skills. Recently, 380 First Grade children received 6 hours of Self-Regulation training over a 6-week period of time. The average score on the Self-Regulation Teacher Rating Scale improved from 72 to 87. This extremely significant outcome is very exciting and underscores the notion that young children are capable of learning self-regulation skills to increase success and school readiness.