Self-Regulate Early Childhood

Many children await the day when they can be considered grown up. For them it represents a time where they possess more rights and privileges. However, for middle children which are between the ages of 7 through12 this time may seem more like a nightmare because it marks the time when they undergo physical and mental changes. These physical and mental changes have a major impact on their development. The subject in this scenario is a little boy named Mark who is being bullied at school by a group of older boys to the point that he has received bruises from the encounters. As a result, Mark dislikes going to school for the fear of being embarrassed or hurt and the looming threat of recurring bodily harm if he asks for help from the teachers. This situation has become so serious that Mark is barely eating and has withdrawn himself from his peers in efforts to avoid the boys who are bulling him. After examining the above scenario, this paper will explain Mark’s different issues based on signs of biosocial, cognitive and psychosocial development and discuss what should be done to help Mark succeed in his current situation based on research.

In an ever-evolving world, it is natural to hold on to historical views of how to manage behaviour within society and the classroom drawing from our own perspectives and childhood experiences. Categorising children as inherently good or bad as a direct response to the behaviour they display is viewed with a certain sense of bias when bound by what is deemed normal and acceptable from an educator’s own viewpoint. In response to the view stated by Bulotsky-Shearer, Dominguez & Bell’s (2012, p. 421) where “the evidence is unequivocal – children who have difficulty regulating their emotions, paying attention, initiating peer interactions and sustaining engagement in learning tasks are at risk for school difficulties”, this paper will take a behavioural theory based view to understanding some of the behaviours children exhibit. It will view how a child’s behaviours present themselves within in a socio-cultural construct due to influences upon a their life and how behavioural theory only approach to future learning will lead to lapses in a child’s developing learning skills.

Students in today's world often encounter difficult issues and problematic situations. Too often young children experience stressors such as a death in the family, divorce, abuse and neglect, bullying, as well as numerous others which may affect their ability to be effective and efficient learners in school.  It is important to identify and work with these children early on in order to assist them in developing the foundation necessary for more advanced learning. In

The environment a child lives in and the desire of being socially accepted can determine a child’s choice of dealing with a problem unaccompanied or to seek help. The anxiety of being socially rejected can be detrimental to their socioemotional development so the examination of whether help is necessary involves the skill of self-regulation. Self-regulation occurs in all situations where “the individual actively seeks feedback from an encounter with the environment and uses it to make adjustments to his or her current and future performance” (Newman, 2008,

The majority of children/young people do not present challenging behavior, and they attend a range of educational settings in environments which are conducive to learning appropriate behaviors. It is essential to ensure that behavior which does not meet school/setting’s expectations, is responded to through management strategies that do not rely upon any form of physical or abusive

Because knowledge of a student’s self-regulation competence is a predictor of social and academic success, it is important that we identify the students who require interventions in order to promote success for all students generalized across multiple contexts. Pelco and Reed discuss the relation between the ability to self-regulate and biological predispositions that can be observed at infancy. Many babies are often described as easy or difficult depending on whether or not they are able to self-soothe. The research “indicates the important role that biologically based, individual differences

For TMA1 you need to read the article by Gillespie & Seibel (2006) Titled ‘ Self-Regulation A Cornerstone of Early Childhood Development’ published in National Association for the Education of Young Children- Beyond the Journal, Young Children on the Web – july (2006). Based on the article, Complete The following tasks:

Firstly, the meaning of emotional regulation and Erik Erikson's theory of eight stages of development are depicted, with special emphasis on early childhood. This is done for the purpose of underlining the importance of regular emotional development as opposed to one impaired by abuse.

Ranging in years from 6 - 12, the school aged child is honing the physical, emotional and social skills necessary for their development. Among school-aged children, regardless of region, nationality or gender, there is a deficit in self-care. Whether

Many researchers use child self-regulation measured to determine the self-regulation of children such as the Head-Toe-Kness-Shoulder (HTKS) scale (von Suchodoletz et al. 2013, and Wanless et al. 2013, and Hur et al. 2015, and Graziano et al. (2015). Very few used qualitative methods, like observation to explore this important concept of behaviour self-regulation in a child or a group of children after transition from Early Years education. This study examined the behavioural self-regulation of a year one student, using observation schedule/framework. The positive and negative events frequencies observed were recorded, to see how Child X regulates his behaviour in the classroom, playground, lunch hall, and assembly. Teachers

Many children tend to act out how they are feeling instead of verbalizing it. They show aggressive and out of control behaviors towards their relationships. Boys tend to be more likely to exhibit these traits. Girls, however, are more likely to hold in anger, fear, and anxiety, leading to depression. Both of these problems can significantly affect how well a child learns. If a child’s education is affected, it could stay with them throughout their lives. (Santrock 201)

The cultivation of self-regulation has critical implications on a child’s functioning in social situations. Effortful control in self-regulation encourages positive relationships between child and caregivers as it affects the child’s capability to adhere to parental expectations (Kochanska, Coy, & Murray, 2001). High levels of effortful control have been found to be associated with fewer behavioural complications, lesser aggression and lower degree of psychopathology such as depression (Tangney, Baumeister, & Boone, 2004). It is related to increased degrees of empathy, social competencies, prosocial behaviours, conscience and positive

School-age children(7-11 Years) have poor school performance. The child finds studying and learning difficult when the child cannot stop worrying about what happened at home the night before or who is going to get hurt that night, or maybe even killed later on. The child will also have behavior problems with peers and adults. Because of the lack of observable

Children are often viewed as happy, carefree beings without having to care for most stressors in life. However, take a closer look and we would understand that children do have their growing pains as well. In this research, children are defined as young kids below the age of 12. As they grow older, they undergo many changes in their life, and it is of no surprise that they need to learn to cope from the situation based on those changes. This study is designed to understand the underlying theories and factors that could affect the children’s development through the environmental influences that may promote or affect the development of behavior and achievement through peer pressure and classroom quality (Adams, Ryan, Ketsetzis, and Keating,

It is often perceived that a student’s behavior is a great determinant of their academic achievement and many research studies have actually shown that there is a strong relationship between a student’s behavioral regulation and academic success. Children’s behavioral regulation and executive functioning are strong predictors of academic achievement (McClelland et al., 2014). Behavioral regulation is the complex cognitive processes involving processing and manipulating stimuli (working memory); inhibiting automatic reactions to stimuli while initiating unnatural yet adaptive reactions (inhibitory control); and managing one’s attention to appropriate stimuli, including resisting distraction and shifting when necessary (attentional or cognitive flexibility) (McClelland, Morrison, & Poitz, n.d.). In a classroom setting these processes would include following instructions, remembering the classroom rules, or waiting to be called on before shouting out an answer. Considerable research has demonstrated that behavioral aspects of self-regulation are important for achievement throughout elementary school (McClelland, 2007). Behavioral regulation is not only linked to academic success, but it is also linked to a child’s ability to control themselves emotionally. Thus, leading to positive behavioral and academic outcomes for the student (McClelland, Morrison, & Poitz, n.d.).