The act of self-regulating, however, is dependent upon specific environmental and contextual supports that are ongoing (Murray, Rosanbalm, Christopoulos, 2016). Having a greater understanding of self-regulation skills may have a significant impact on how we view children's behavior within the context of their environment.
Stop, think, act: Integrating self-regulation in the early childhood classroom
by Megan McClelland and Shauna Tominey is an excellent resource for hands-on activities that help children learn and practice self-regulation techniques. Healthy self-regulation in early childhood leads to strong academic performance, helps children to form healthy friendships and gives them the
resources they need to face stressful situations throughout life (McClelland & Tominey, 2016). This book includes techniques to use during circle time and transitions throughout the day. Suggestions for strengthening self-regulation skills while teaching literacy and math are included also.
Stop, think, act: Integrating self-regulation in the early childhood classroom.
Murray D.W., Rosanbalm, K., and Christopoulos, C
(2016). Self-regulation and toxic stress: Implications for programs and practice. Center for Child and Family Policy, Duke University. OPRE Report #2015-97. Retrieved from