Self-Regulation Snap Shot #2: A Focus on Preschool-Aged Children

This snapshot summarizes key concepts about self-regulation development and intervention for preschool-aged children for practitioners and educators interested in promoting self-regulation for this age group. It is based on a series of four reports on Self-Regulation and Toxic Stress prepared for the Administration for Children and Families (ACF). Visit the Toxic Stress and Self-Regulation Reports page for more information.

Self-regulation skills developing in preschool-aged children:

• Recognizing a broader range of feelings in self and others
• Identifying solutions to simple problems
• With support, using strategies like deep breaths and self-talk to calm down
• Focusing attention for longer periods
• Persisting on difficult talks for increased lengths of time
• Perspective-taking and early empathy

Key considerations for promoting self-regulation in preschool-aged children:

• Deliver self-regulation skills instruction universally in preschool classrooms
• Train preschool staff in co-regulation skills
• Identify ways to support school and program staff’s own self-regulation capacity
• Share self-regulation information, ideas, and classroom approaches with parents/caregivers to support their co-regulation and promote consistency across environments

Rosanbalm, K.D., & Murray, D.W. (2017). Self-Regulation Snapshot #2: A Focus on Preschool-Aged Children. OPRE Report #2018-11, Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, US. Department of Health and Human Services.