Shropshire Council

Behaviour and self-regulation

“Emotional self-regulation develops together with cognitive self-regulation… The two aspects of self-regulation develop side-by-side: it’s not simply a case of having to develop emotional self-regulation first, so you can then develop cognitive self-regulation next… So, how can we help children to develop self-regulation?

It is principally pretend play which helps this important development. When you play in the home corner, you can’t have everything you want immediately. You might want to be the mum, but perhaps the only role available is being the baby. If you want to join in, you have to be able to regulate your desires.

An important part of self-regulation is called ‘Executive Function’. This is all about the child’s ability to concentrate and persevere. You can see strong Executive Function skills when a child keeps on making their model bus, even though there are lots of other interesting things and distracting noises around the room. The child knows what to attend to – their idea of the bus – and what to ignore.” (Grenier, J, Inside the secret garden (2019)).

The current Educational Programme for Personal Social and Emotional Development states:

“Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. …” EYFS statutory framework for group and school-based providers (2024:p.10) EYFS statutory framework for childminders (2024:p.8)

Dedicated early learning goal

Self-regulation

Children at the expected level of development will:

  • Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly
  • Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate
  • Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions. EYFS statutory framework for group and school-based providers (2024:p.13)

In Shropshire we follow the Solihull Approach, which is a highly practical way of working with families within a robust theoretical structure. It's an early intervention model and is also used in preventative and group work. It has a major contribution to make to the ways in which practitioners in health, education, voluntary and social care can work with families to ensure that children have a good emotional start in life.

The Solihull Approach model combines three theoretical concepts:

  • Containment (psychoanalytic theory)
  • Reciprocity (child development)
  • Behaviour management (behaviourism)

It provides a framework for thinking for a wide range of professionals working with families with babies, children and young people. Containment and reciprocity can promote change in the quality of attachment to develop between babies and their carers.

Factors which can influence a child’s behaviour

  • Designing an enabling and appropriate environment that is organised to meet the ages and developmental stages of the children
  • Providing children uninterrupted time to play and explore, both indoors and outdoors, allowing them to become deeply involved in the activities
  • Keeping spaces visually calm and orderly and limiting noise, to help the children concentrate
  • Creating cosy communication friendly spaces, both indoors and outdoors, for the children to talk to each other, the staff or having the space to relax and ‘just be’.
  • Providing appropriate quality resources and activities linked to the children’s interest and next steps in their learning, development and care
  • Developing a strong key person approach where consistent and caring adults keep the children safe and address their individual needs. A child’s key person will support them in developing the necessary skills for self-regulation, such as confidence and self-esteem

The grade descriptors within the current education inspection framework include an acknowledgment that when children struggle with regulating their behaviour adults take appropriate action to support them. Children learn how to behave with others, what is acceptable behaviour, how to make friends and how to be kind.

The current early years inspection handbook identifies the following grade descriptors as 'Good' in behaviour and attitudes:

  • “The provider has high expectations for children’s behaviour and conduct. These expectations are commonly understood and applied consistently and fairly. This is reflected in children’s positive behaviour and conduct. They are beginning to manage their own feelings and behaviour and to understand how these have an impact on others. When children struggle with regulating their behaviour, leaders and practitioners take appropriate action to support them. Children are developing a sense of right and wrong

  • The provider’s curriculum supports children to build positive attitudes to learning. Children demonstrate their positive attitudes to learning through high levels of curiosity, concentration and enjoyment. They listen intently and respond positively to adults and each other. Children are developing their resilience to setbacks and take pride in their achievements
  • Children benefit fully from the early education opportunities available to them by participating and responding promptly to requests and instructions from practitioners

  • Relationships among children, parents and staff reflect a positive and respectful culture. Children feel safe and secure.” The early years inspection handbook (2024: paragraph 197)