Teaching and Learning Approaches
Links with other teaching and learning approaches
The following two teaching and learning approaches underpin the practices described on the previous page and so have a vital role in self-regulation development:
Promoting speaking and listening
Studies show that the size of a child’s vocabulary is strongly related to their ability to self-regulate, even in children as young as 2–3 years old. This includes the ability to maintain attention and to flexibly refocus attention when required. If a child can’t articulate their ideas, feelings or basic needs through language, they are likely to express them through frustration and therefore struggle to develop self-regulation.
As discussed in the implementation guidance for self-regulation, there is also strong evidence of the value of self-commentary in helping children to regulate themselves during challenging tasks. ‘Exploratory talk’ and ‘metacognitive talk’ are also important in helping children to develop self-regulation. All three of these require a child to have the words they need to express their thoughts, feelings and ideas.
A play-based approach
We know that when children are engaged in activities and play that meet their individual needs and interests, they will set themselves challenges and perform at a higher level. This is largely because child-initiated play inherently supports key elements of self-regulation. For example, when children are playing, they use more areas of their brain and this enables them to hold more information in their working memory.
When children play, they are also better able to focus their attention consistently on the task and resist distraction. Children are also likely to engage more enthusiastically in activities and games that excite their own interest. Together, these factors provide the necessary effort to persevere when encountering difficulties, helping to lay the foundations of self-regulation.