{"id":20,"date":"2011-10-02T19:03:42","date_gmt":"2011-10-03T01:03:42","guid":{"rendered":"http:\/\/content.scienceofecd.com\/third-edition\/cc-1-1-self-regulation\/"},"modified":"2026-01-12T20:31:58","modified_gmt":"2026-01-12T20:31:58","slug":"cc-1-1-self-regulation","status":"publish","type":"page","link":"https:\/\/content.scienceofecd.com\/third-edition\/cc-1-1-self-regulation\/","title":{"rendered":"CC 1.1 Self-regulation"},"content":{"rendered":"<div class=\"wp-block-image\">\n<figure class=\"alignright\"><img loading=\"lazy\" decoding=\"async\" width=\"300\" height=\"200\" src=\"http:\/\/content.scienceofecd.com\/third-edition\/files\/2011\/10\/ComfortDad-300x200.jpg\" alt=\"Father kissing sad baby's forehead. \" class=\"wp-image-9933\" \/><\/figure>\n<\/div>\n\n\n<p><strong>Self-regulation<\/strong> is &#8220;&#8230;an ability to be boss of one&#8217;s own attention, emotion and behaviour at an appropriate level for one&#8217;s age and culture&#8221; (Clinton, 2020, p. 51). This involves taking into account not only our own thoughts and feelings but those of others as well. Self-regulation is central to our transition from helplessness to competence.<\/p>\n\n\n\n<p>Researchers from various disciplines have emphasized physiological, cognitive, neurological, psychological and social dimensions of self-regulation as well as regulatory problems (Vohs &amp;&nbsp;Baumeister, 2010). They share the common idea that self-regulation is a central set of interrelated skills and abilities that influence learning, behaviour and health.<\/p>\n\n\n\n<p>Dr. Stuart Shanker,&nbsp;distinguished research professor emeritus at York University,&nbsp;describes what is meant by the term self-regulation and how it is inextricably connected to early brain development.<\/p>\n\n\n<div class=\"lazyblock-watch-expand-transcript-Z1QpJje wp-block-lazyblock-watch-expand-transcript\"><div class=\"watch-expand expand-container context-container\">\n   <div class=\"watch tap-to-expand tap-container\">\n      <div class=\"tap-icon\"><\/div>\n      <div class=\"tap-content\">\n         <span class=\"tap-label\">VIEW<\/span>\n         <span class=\"tap-description\">Shanker &#8211; introduction to self-regulation (2:00)<\/span>\n        \n      <\/div>\n   <\/div>\n   <div class=\"output-content collapse\" style=\"height: 0px;\">\n      <div class=\"vimeo-container\">\n         <iframe webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\" src=\"\/\/player.vimeo.com\/video\/90200287?api=1\" frameborder=\"0\"><\/iframe>\n      <\/div><br>\n      <p><a href=\"https:\/\/content.scienceofecd.com\/transcript\/transcript-shanker-introduction-self-regulation\/\" target=\"_blank\">Shanker &#8211; introduction to self-regulation &#8211; Text Transcript<\/a><\/p>\n   <\/div>\n<\/div><\/div>\n\n\n<p>Listen now as Dr. Jean Clinton,&nbsp;clinical professor of Psychiatry and Behavioural Neuroscience at McMaster University,&nbsp;describes the adult&#8217;s role as a co-regulator for the infant.<\/p>\n\n\n<div class=\"lazyblock-watch-expand-transcript-Z6139j wp-block-lazyblock-watch-expand-transcript\"><div class=\"watch-expand expand-container context-container\">\n   <div class=\"watch tap-to-expand tap-container\">\n      <div class=\"tap-icon\"><\/div>\n      <div class=\"tap-content\">\n         <span class=\"tap-label\">VIEW<\/span>\n         <span class=\"tap-description\">Clinton &#8211; co-regulation and the external brain (1:38)<\/span>\n        \n      <\/div>\n   <\/div>\n   <div class=\"output-content collapse\" style=\"height: 0px;\">\n      <div class=\"vimeo-container\">\n         <iframe webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\" src=\"\/\/player.vimeo.com\/video\/163027472?api=1\" frameborder=\"0\"><\/iframe>\n      <\/div><br>\n      <p><a href=\"https:\/\/content.scienceofecd.com\/transcript\/transcript-clinton-co-regulation-and-the-external-brain\/\" target=\"_blank\">Clinton &#8211; co-regulation and the external brain &#8211; Text Transcript<\/a><\/p>\n   <\/div>\n<\/div><\/div>\n\n\n<p>Consider Clinton&#8217;s message as you watch the next video of a parent and 4-month-old.<\/p>\n\n\n<div class=\"lazyblock-watch-expand-thumbnail-2kCKJl wp-block-lazyblock-watch-expand-thumbnail\"><div class=\"watch-expand expand-container context-container\">\n   <div class=\"watch tap-to-expand tap-container\">\n      <div class=\"tap-icon\"><\/div>\n      <div class=\"video-thumbnail\"><img decoding=\"async\" src=\"https:\/\/content.scienceofecd.com\/third-edition\/files\/2023\/10\/providing-comfort.jpg\"><\/div>\n      <div class=\"tap-content\">\n         <span class=\"tap-label\">VIEW<\/span><span class=\"tap-description\">Providing comfort (1:15)<\/span>      \n         \n      <\/div>\n   <\/div>\n   <div class=\"output-content collapse\" style=\"height: 0px;\">\n      <div class=\"vimeo-container\"><iframe frameborder=\"0\" webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\" src=\"\/\/player.vimeo.com\/video\/874199846?api=1      874199846\"><\/iframe><\/div>\n   <\/div>\n<\/div>\n\n<\/div>\n\n<div class=\"lazyblock-reflect-Z17BXf3 wp-block-lazyblock-reflect\"><div class=\"reflect\">\n\n\n<p>How is this parent acting as the &#8220;external brain&#8221; for the upset baby?<\/p>\n\n\n\n<p><\/p>\n\n<\/div><\/div>\n\n\n<p>Dr. Carl Corter,&nbsp;professor emeritus at the Ontario Institute for Studies in Education at the University of Toronto,&nbsp;discusses how a young child&#8217;s experiences influence the development of self-regulation.<\/p>\n\n\n<div class=\"lazyblock-watch-expand-transcript-OiAD3 wp-block-lazyblock-watch-expand-transcript\"><div class=\"watch-expand expand-container context-container\">\n   <div class=\"watch tap-to-expand tap-container\">\n      <div class=\"tap-icon\"><\/div>\n      <div class=\"tap-content\">\n         <span class=\"tap-label\">VIEW<\/span>\n         <span class=\"tap-description\">Corter &#8211; contributing to self-regulation (1:06)<\/span>\n        \n      <\/div>\n   <\/div>\n   <div class=\"output-content collapse\" style=\"height: 0px;\">\n      <div class=\"vimeo-container\">\n         <iframe webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\" src=\"\/\/player.vimeo.com\/video\/90186783?api=1\" frameborder=\"0\"><\/iframe>\n      <\/div><br>\n      <p><a href=\"https:\/\/content.scienceofecd.com\/transcript\/transcript-corter-contributing-to-self-regulation\/\" target=\"_blank\">Corter &#8211; contributing to self-regulation &#8211; Text Transcript<\/a><\/p>\n   <\/div>\n<\/div><\/div>\n\n\n<p>As Shanker and Corter point out, children learn self-regulation by being regulated.<\/p>\n\n\n<div class=\"lazyblock-consider-block-Z1HT217 wp-block-lazyblock-consider-block\"><div class=\"consider-full\">\n<p><strong>Consider&#8230;<\/strong><\/p>\n<p><strong>Eyad<\/strong><\/p>\n<p>\n8-month-old Eyad wakes from his nap. He sits in his cradle and sees his mother and grandmother just outside the door&#8230;<strong><span><a href=\"https:\/\/content.scienceofecd.com\/transcript\/consider-eyad\/\" target=\"_blank\" rel=\"noopener\">Read more<\/a>&nbsp;<\/span><\/strong>\n<\/p>\n<\/div><\/div>\n\n<div class=\"lazyblock-reflect-21tSm7 wp-block-lazyblock-reflect\"><div class=\"reflect\">\n\n\n<p>In each of these situations, what do you think Eyad is learning about his world?<\/p>\n\n\n\n<p>What do you think he is learning about himself? His mother and grandmother?<\/p>\n\n\n\n<p>How is he learning to cope?<\/p>\n\n\n\n<p>Based on what you have learned from Shanker, Clinton and Corter, how may Eyad\u2019s experiences be affecting his developing self-regulation?<\/p>\n\n<\/div><\/div>\n\n\n<p>The next two videos show examples of caregivers helping infants and young children develop self-regulation &#8211; in other words, co-regulating. If you watch carefully, you will see many examples in the ordinary, everyday moments illustrated in these clips.<\/p>\n\n\n<div class=\"lazyblock-watch-expand-thumbnail-2hV9y3 wp-block-lazyblock-watch-expand-thumbnail\"><div class=\"watch-expand expand-container context-container\">\n   <div class=\"watch tap-to-expand tap-container\">\n      <div class=\"tap-icon\"><\/div>\n      <div class=\"video-thumbnail\"><img decoding=\"async\" src=\"https:\/\/content.scienceofecd.com\/third-edition\/files\/2025\/03\/caregivers.jpg\"><\/div>\n      <div class=\"tap-content\">\n         <span class=\"tap-label\">VIEW<\/span><span class=\"tap-description\">Caregivers and self-regulation (3:26)<\/span>      \n         \n      <\/div>\n   <\/div>\n   <div class=\"output-content collapse\" style=\"height: 0px;\">\n      <div class=\"vimeo-container\"><iframe frameborder=\"0\" webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\" src=\"\/\/player.vimeo.com\/video\/90181138?api=1\"><\/iframe><\/div>\n   <\/div>\n<\/div>\n\n<\/div>\n\n<div class=\"lazyblock-watch-expand-thumbnail-ZC7OuF wp-block-lazyblock-watch-expand-thumbnail\"><div class=\"watch-expand expand-container context-container\">\n   <div class=\"watch tap-to-expand tap-container\">\n      <div class=\"tap-icon\"><\/div>\n      <div class=\"video-thumbnail\"><img decoding=\"async\" src=\"https:\/\/content.scienceofecd.com\/third-edition\/files\/2022\/06\/90192188.jpg\"><\/div>\n      <div class=\"tap-content\">\n         <span class=\"tap-label\">VIEW<\/span><span class=\"tap-description\">The knot (0:45)<\/span>      \n         \n      <\/div>\n   <\/div>\n   <div class=\"output-content collapse\" style=\"height: 0px;\">\n      <div class=\"vimeo-container\"><iframe frameborder=\"0\" webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\" src=\"\/\/player.vimeo.com\/video\/90192188?api=1\"><\/iframe><\/div>\n   <\/div>\n<\/div>\n\n<\/div>\n\n<div class=\"lazyblock-reflect-Z2nJrbj wp-block-lazyblock-reflect\"><div class=\"reflect\">\n\n\n<p>What aspects of developing self-regulation did you notice in the examples?<\/p>\n\n\n\n<p>How did the caregivers support the children in their attempts to self-regulate the scenes &#8216;Naptime&#8217; and &#8216;More Grapes&#8217;? How did the mother in the second scene help her son gain control of his emotions?<\/p>\n\n\n\n<p>What about The Knot? A lot happens in this scene in a few seconds. How does does the educator help Cole &#8216;save face&#8217; and support his developing self-regulation in a subtle way?<\/p>\n\n<\/div><\/div>\n\n\n<h3 class=\"wp-block-heading\">Calmly focused and alert<\/h3>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignleft size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"683\" src=\"https:\/\/content.scienceofecd.com\/third-edition\/files\/2024\/01\/newborn-photography-2036295_1920-1024x683.jpg\" alt=\"Tiny covered baby with red and white knitted cap.\" class=\"wp-image-13555\" style=\"width:250px\" srcset=\"https:\/\/content.scienceofecd.com\/third-edition\/files\/2024\/01\/newborn-photography-2036295_1920-1024x683.jpg 1024w, https:\/\/content.scienceofecd.com\/third-edition\/files\/2024\/01\/newborn-photography-2036295_1920-300x200.jpg 300w, https:\/\/content.scienceofecd.com\/third-edition\/files\/2024\/01\/newborn-photography-2036295_1920-768x512.jpg 768w, https:\/\/content.scienceofecd.com\/third-edition\/files\/2024\/01\/newborn-photography-2036295_1920-1536x1025.jpg 1536w, https:\/\/content.scienceofecd.com\/third-edition\/files\/2024\/01\/newborn-photography-2036295_1920.jpg 1920w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n<\/div>\n\n\n<p>The regulation of our energy is central to how we regulate our emotions, behaviour and attention.&nbsp;Arousal states operate on a continuum from asleep to crying and unable to cope. Calmly focused and alert describes an arousal state in the middle that is open to receive and integrate incoming information from the various senses.<\/p>\n\n\n\n<figure class=\"wp-block-image alignnone\"><a href=\"http:\/\/content.scienceofecd.com\/third-edition\/files\/2011\/10\/arousalRecoveryContinuum.jpg\"><img loading=\"lazy\" decoding=\"async\" width=\"918\" height=\"400\" src=\"http:\/\/content.scienceofecd.com\/third-edition\/files\/2011\/10\/arousalRecoveryContinuum.jpg\" alt=\"Title: Arousal and recovery continuum. Shows six blocks along a continuum indicated by two headed arrow. From left to right, with blocks getting darker: asleep, drowsy, hypo-alert, calmly focused &amp; alert, hyper-alert, and flooded. Calmly focused &amp; alert is identified as optimal state. Logo of Early Years Study 3.\" class=\"wp-image-9386\" srcset=\"https:\/\/content.scienceofecd.com\/third-edition\/files\/2011\/10\/arousalRecoveryContinuum.jpg 918w, https:\/\/content.scienceofecd.com\/third-edition\/files\/2011\/10\/arousalRecoveryContinuum-300x131.jpg 300w\" sizes=\"auto, (max-width: 918px) 100vw, 918px\" \/><\/a><figcaption class=\"wp-element-caption\">Click to enlarge<\/figcaption><\/figure>\n\n\n\n<p>When experiences are overwhelming, a young child&#8217;s arousal regulation can be overwhelmed. Young children may shut down or become on constant, high alert. Children vary in their abilities to make gradual and rapid changes across the arousal continuum, recover back to baseline, and modulate the highs and lows of energy within a given state.<\/p>\n\n\n\n<p>Shanker explains how the parasympathetic and autonomic nervous systems interact to shape arousal states.<\/p>\n\n\n<div class=\"lazyblock-watch-expand-transcript-zeo60 wp-block-lazyblock-watch-expand-transcript\"><div class=\"watch-expand expand-container context-container\">\n   <div class=\"watch tap-to-expand tap-container\">\n      <div class=\"tap-icon\"><\/div>\n      <div class=\"tap-content\">\n         <span class=\"tap-label\">VIEW<\/span>\n         <span class=\"tap-description\">Shanker &#8211; self-regulation model (3:14)<\/span>\n        \n      <\/div>\n   <\/div>\n   <div class=\"output-content collapse\" style=\"height: 0px;\">\n      <div class=\"vimeo-container\">\n         <iframe webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\" src=\"\/\/player.vimeo.com\/video\/90200221?api=1\" frameborder=\"0\"><\/iframe>\n      <\/div><br>\n      <p><a href=\"https:\/\/content.scienceofecd.com\/transcript\/transcript-shanker-self-regulation-model\/\" target=\"_blank\">Shanker &#8211; self-regulation model &#8211; Text Transcript<\/a><\/p>\n   <\/div>\n<\/div><\/div>\n\n\n<p>Next watch as Shanker describes an example of a young girl being challenged by a hyper state of sensory arousal in the classroom.<\/p>\n\n\n<div class=\"lazyblock-watch-expand-transcript-Z14SWry wp-block-lazyblock-watch-expand-transcript\"><div class=\"watch-expand expand-container context-container\">\n   <div class=\"watch tap-to-expand tap-container\">\n      <div class=\"tap-icon\"><\/div>\n      <div class=\"tap-content\">\n         <span class=\"tap-label\">VIEW<\/span>\n         <span class=\"tap-description\">Shanker- example of self-regulation (4:43)<\/span>\n        \n      <\/div>\n   <\/div>\n   <div class=\"output-content collapse\" style=\"height: 0px;\">\n      <div class=\"vimeo-container\">\n         <iframe webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\" src=\"\/\/player.vimeo.com\/video\/90200326?api=1\" frameborder=\"0\"><\/iframe>\n      <\/div><br>\n      <p><a href=\"https:\/\/content.scienceofecd.com\/transcript\/transcript-shanker-example-of-self-regulation\/\" target=\"_blank\">Shanker- example of self-regulation &#8211; Text Transcript<\/a><\/p>\n   <\/div>\n<\/div><\/div>\n\n<div class=\"lazyblock-reflect-1s5F1w wp-block-lazyblock-reflect\"><div class=\"reflect\">\n\n\n<p>What does this story bring to mind for you?<\/p>\n\n\n\n<p>Can you think of similar examples?<\/p>\n\n<\/div><\/div>\n\n<div class=\"lazyblock-consider-block-ycKcy wp-block-lazyblock-consider-block\"><div class=\"consider-full\">\n<p><strong>Consider&#8230;<\/strong><\/p>\n<p><strong>Marsha<\/strong><\/p>\n<p>\nMarsha is getting ready to take her two-year-old daughter Aisha outside. It is winter in Saskatoon&#8230;<strong><span><a href=\"https:\/\/content.scienceofecd.com\/transcript\/consider-marsha\/\" target=\"_blank\" rel=\"noopener\">Read more<\/a>&nbsp;<\/span><\/strong>\n<\/p>\n<\/div><\/div>\n\n\n<p>The next reading discusses how stressors can affect arousal level and thus a child&#8217;s ability to self-regulate. It also reviews some common stressors in the early years and the five steps of the Shanker self-regulation method, which is discussed in more detail on p. 3.1 of this module.<\/p>\n\n\n<div class=\"lazyblock-read-Z2twOit wp-block-lazyblock-read\"><div class=\"read context-container\">\n   <a target=\"_blank\" href=\"https:\/\/self-reg.ca\/wp-content\/uploads\/2020\/06\/Infosheet_The_Early_Years.pdf\" class=\"tap-container\">\n      <div class=\"tap-icon\"><\/div>\n      <div class=\"tap-content\">\n         <span class=\"tap-label\">READ <\/span><span class=\"tap-description\">Self-regulation: The early years<\/span><\/span>      \n      <\/div>\n   <\/a>\n<\/div><\/div>\n\n<div class=\"lazyblock-reflect-YER2F wp-block-lazyblock-reflect\"><div class=\"reflect\">\n\n\n<p>Urie Bonfenbrenner once said, &#8220;All of us partly see the world through the eyes of the child we once were&#8221; (Konner, 1991, p.12).&nbsp; If we carry forward our arousal regulation &#8216;thermostat&#8217; from childhood, are we seeing and understanding our world partly through our childhood eyes?<\/p>\n\n\n\n<p>Can you think of examples when you felt flooded and hyper-alert? Were you able to learn in that state? How did you cope?<\/p>\n\n<\/div><\/div>\n\n\n<h3 class=\"wp-block-heading\">Self-regulation and learning, behaviour and health<\/h3>\n\n\n\n<p>There are 3 key aspects of self-regulation:<\/p>\n\n\n\n<p><strong>Emotion regulation<\/strong> is the process of initiating, maintaining, and adjusting the occurrence, intensity or duration of feelings.<\/p>\n\n\n\n<p><strong>Behaviour regulation<\/strong> is the organization of social interactions with others and the coordination of physical movements.<\/p>\n\n\n\n<p><strong>Attention regulation<\/strong> is the capacity to selectively and consciously focus. It is the basis for persistence, curiosity, memory, cognitive flexibility, planning and problem solving.<\/p>\n\n\n\n<figure class=\"wp-block-image alignnone\"><a href=\"http:\/\/content.scienceofecd.com\/third-edition\/files\/2011\/10\/emotionBehaviourAttention.jpg\"><img loading=\"lazy\" decoding=\"async\" width=\"800\" height=\"479\" src=\"http:\/\/content.scienceofecd.com\/third-edition\/files\/2011\/10\/emotionBehaviourAttention.jpg\" alt=\"A Venn diagram with three overlapping ovals. The top oval, labelled Emotion includes the words: modulate strong, negative emotions, experience vibrant positive emotions. The oval to the right is labelled Behaviour. The overlap between Emotion and Behaviour contains the text: empathy and self control. The third oval, to the left, is labelled Attention. It has the text shared attention, working memory, and sequence of thought. Where it overlaps behavior it has the words shift attention, and inhibition\/delayed gratification. Where the attention oval overlaps the emotion oval above it, are the terms, perspective taking and mindfulness. The area where all three ovals overlap has the label Arousal &amp; Recovery and the term, resilience.\n\nSources listed are: Center on the Developing Child (2010); McEwen, B.S. (2008), McEwen, B.S. &amp; Gianaros, P. (2010); Shanker, S. &amp; Bertrand, J. (2011) \" class=\"wp-image-9392\" srcset=\"https:\/\/content.scienceofecd.com\/third-edition\/files\/2011\/10\/emotionBehaviourAttention.jpg 800w, https:\/\/content.scienceofecd.com\/third-edition\/files\/2011\/10\/emotionBehaviourAttention-300x180.jpg 300w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><\/a><figcaption class=\"wp-element-caption\">Click to enlarge<\/figcaption><\/figure>\n\n\n\n<p>In the next video, Corter discusses how regulatory systems develop in early childhood.<\/p>\n\n\n<div class=\"lazyblock-watch-expand-transcript-Z1eim9T wp-block-lazyblock-watch-expand-transcript\"><div class=\"watch-expand expand-container context-container\">\n   <div class=\"watch tap-to-expand tap-container\">\n      <div class=\"tap-icon\"><\/div>\n      <div class=\"tap-content\">\n         <span class=\"tap-label\">VIEW<\/span>\n         <span class=\"tap-description\">Corter &#8211; self-regulation (1:37)<\/span>\n        \n      <\/div>\n   <\/div>\n   <div class=\"output-content collapse\" style=\"height: 0px;\">\n      <div class=\"vimeo-container\">\n         <iframe webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\" src=\"\/\/player.vimeo.com\/video\/90186879?api=1\" frameborder=\"0\"><\/iframe>\n      <\/div><br>\n      <p><a href=\"https:\/\/content.scienceofecd.com\/transcript\/transcript-corter-self-regulation\/\" target=\"_blank\">Corter &#8211; self-regulation &#8211; Text Transcript<\/a><\/p>\n   <\/div>\n<\/div><\/div>\n\n<div class=\"lazyblock-further-full-ZyX1EJ wp-block-lazyblock-further-full\"><div class=\"further-full\">\n<div class=\"wtkm\" style=\"display: none;\"><\/div>\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"600\" height=\"480\" src=\"https:\/\/content.scienceofecd.com\/third-edition\/files\/2011\/10\/SelfRegWheel.jpg\" alt=\"Nine labelled circles arranged around a central oval labelled, Self-Regulation. Clockwise from the 12:00 position are Developmental Disorders, Internalizing problems, and Externalizing Problems. The heading, Mental Health, is beside these circles. The next two circles, to the bottom right and with a heading of Behaviour, are, Risky Behaviour and Obesity. The next three circles, to the bottom left with the heading Physical Health, are Cancer, Cardiovascular disease, and Auto-immune disorders. The final two circles, top left with the heading Learning are Cognitive Problems, and Education Outcomes.\" class=\"wp-image-2560\" srcset=\"https:\/\/content.scienceofecd.com\/third-edition\/files\/2011\/10\/SelfRegWheel.jpg 600w, https:\/\/content.scienceofecd.com\/third-edition\/files\/2011\/10\/SelfRegWheel-300x240.jpg 300w\" sizes=\"auto, (max-width: 600px) 100vw, 600px\" \/><\/figure>\n\n\n\n<p>In the following clips, listen as Shanker explains how our arousal\/recovery thermostat influences lifelong health, behaviour and learning.<\/p>\n\n\n<div class=\"lazyblock-watch-expand-transcript-Z13Rt7w wp-block-lazyblock-watch-expand-transcript\"><div class=\"watch-expand expand-container context-container\">\n   <div class=\"watch tap-to-expand tap-container\">\n      <div class=\"tap-icon\"><\/div>\n      <div class=\"tap-content\">\n         <span class=\"tap-label\">VIEW<\/span>\n         <span class=\"tap-description\">Shanker \u2013 developmental disorders (1:51)<\/span>\n        \n      <\/div>\n   <\/div>\n   <div class=\"output-content collapse\" style=\"height: 0px;\">\n      <div class=\"vimeo-container\">\n         <iframe webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\" src=\"\/\/player.vimeo.com\/video\/90200536?api=1\" frameborder=\"0\"><\/iframe>\n      <\/div><br>\n      <p><a href=\"https:\/\/content.scienceofecd.com\/transcript\/transcript-shanker-developmental-disorders\/\" target=\"_blank\">Shanker \u2013 developmental disorders &#8211; Text Transcript<\/a><\/p>\n   <\/div>\n<\/div><\/div>\n\n<div class=\"lazyblock-watch-expand-transcript-1UEWQm wp-block-lazyblock-watch-expand-transcript\"><div class=\"watch-expand expand-container context-container\">\n   <div class=\"watch tap-to-expand tap-container\">\n      <div class=\"tap-icon\"><\/div>\n      <div class=\"tap-content\">\n         <span class=\"tap-label\">VIEW<\/span>\n         <span class=\"tap-description\">Shanker \u2013 mental health (3:07)<\/span>\n        \n      <\/div>\n   <\/div>\n   <div class=\"output-content collapse\" style=\"height: 0px;\">\n      <div class=\"vimeo-container\">\n         <iframe webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\" src=\"\/\/player.vimeo.com\/video\/90200422?api=1\" frameborder=\"0\"><\/iframe>\n      <\/div><br>\n      <p><a href=\"https:\/\/content.scienceofecd.com\/transcript\/transcript-shanker-mental-health\/\" target=\"_blank\">Shanker \u2013 mental health &#8211; Text Transcript<\/a><\/p>\n   <\/div>\n<\/div><\/div>\n\n<div class=\"lazyblock-watch-expand-transcript-1Wlskw wp-block-lazyblock-watch-expand-transcript\"><div class=\"watch-expand expand-container context-container\">\n   <div class=\"watch tap-to-expand tap-container\">\n      <div class=\"tap-icon\"><\/div>\n      <div class=\"tap-content\">\n         <span class=\"tap-label\">VIEW<\/span>\n         <span class=\"tap-description\">Shanker \u2013 obesity (3:56)<\/span>\n        \n      <\/div>\n   <\/div>\n   <div class=\"output-content collapse\" style=\"height: 0px;\">\n      <div class=\"vimeo-container\">\n         <iframe webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\" src=\"\/\/player.vimeo.com\/video\/90200613?api=1\" frameborder=\"0\"><\/iframe>\n      <\/div><br>\n      <p><a href=\"https:\/\/content.scienceofecd.com\/transcript\/transcript-shanker-obesity\/\" target=\"_blank\">Shanker \u2013 obesity &#8211; Text Transcript<\/a><\/p>\n   <\/div>\n<\/div><\/div>\n\n<div class=\"lazyblock-watch-expand-transcript-1ycC0r wp-block-lazyblock-watch-expand-transcript\"><div class=\"watch-expand expand-container context-container\">\n   <div class=\"watch tap-to-expand tap-container\">\n      <div class=\"tap-icon\"><\/div>\n      <div class=\"tap-content\">\n         <span class=\"tap-label\">VIEW<\/span>\n         <span class=\"tap-description\">Shanker \u2013 educational outcomes (1:37)<\/span>\n        \n      <\/div>\n   <\/div>\n   <div class=\"output-content collapse\" style=\"height: 0px;\">\n      <div class=\"vimeo-container\">\n         <iframe webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\" src=\"\/\/player.vimeo.com\/video\/90200535?api=1\" frameborder=\"0\"><\/iframe>\n      <\/div><br>\n      <p><a href=\"https:\/\/content.scienceofecd.com\/transcript\/transcript-shanker-educational-outcomes\/\" target=\"_blank\">VIEW Shanker \u2013 educational outcomes &#8211; Text Transcript<\/a><\/p>\n   <\/div>\n<\/div><\/div>\n\n<div class=\"lazyblock-reflect-15L7mM wp-block-lazyblock-reflect\"><div class=\"reflect\">\n\n\n<p>Describe how too many stressors may contribute to obesity, learning difficulties or risky behaviours.<\/p>\n\n\n\n<p>Do you think optimal self-regulation improves an individual&#8217;s health?<\/p>\n\n\n\n<p>Shanker states that suggesting children need more will-power can actually be harmful. Why?<\/p>\n\n<\/div><\/div>\n<p><\/p><\/div><\/div>\n\n<div class=\"lazyblock-interact-Z1oKix5 wp-block-lazyblock-interact\"><div class=\"interact-link context-container\">\n  <a target=\"_blank\" href=\"http:\/\/hscsr.rrc.ca\/secd\/interactions\/selfRegReview\/selfRegReview.html\" class=\"tap-container interact\">\n    <div class=\"tap-icon\"><\/div>\n    <div class=\"tap-content\">\n      <span class=\"tap-label\">INTERACT<\/span>\n      <span class=\"tap-description\">Self-regulation review<\/span>\n    <\/div>\n  <\/a>\n<\/div><\/div>\n\n\n<h3 class=\"wp-block-heading\">Self-regulation and self-control<\/h3>\n\n\n\n<p>Many people confuse self-regulation with self-control but this is a misunderstanding.&nbsp;In the next clip, Shanker explains the difference.<\/p>\n\n\n<div class=\"lazyblock-watch-expand-transcript-rHQIE wp-block-lazyblock-watch-expand-transcript\"><div class=\"watch-expand expand-container context-container\">\n   <div class=\"watch tap-to-expand tap-container\">\n      <div class=\"tap-icon\"><\/div>\n      <div class=\"tap-content\">\n         <span class=\"tap-label\">VIEW<\/span>\n         <span class=\"tap-description\">Shanker \u2013 defining self-regulation and self-control (1:53)<\/span>\n        \n      <\/div>\n   <\/div>\n   <div class=\"output-content collapse\" style=\"height: 0px;\">\n      <div class=\"vimeo-container\">\n         <iframe webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\" src=\"\/\/player.vimeo.com\/video\/318503102?api=1\" frameborder=\"0\"><\/iframe>\n      <\/div><br>\n      <p><a href=\"https:\/\/content.scienceofecd.com\/transcript\/transcript-shanker-defining-self-regulation-and-self-control\/\" target=\"_blank\">Shanker \u2013 defining self-regulation and self-control &#8211; Text Transcript<\/a><\/p>\n   <\/div>\n<\/div><\/div>\n\n\n<p>Listen now as Clinton adds to his explanation.<\/p>\n\n\n<div class=\"lazyblock-watch-expand-transcript-2eB4iD wp-block-lazyblock-watch-expand-transcript\"><div class=\"watch-expand expand-container context-container\">\n   <div class=\"watch tap-to-expand tap-container\">\n      <div class=\"tap-icon\"><\/div>\n      <div class=\"tap-content\">\n         <span class=\"tap-label\">VIEW<\/span>\n         <span class=\"tap-description\">Clinton &#8211; self-control versus self-regulation (1:06)<\/span>\n        \n      <\/div>\n   <\/div>\n   <div class=\"output-content collapse\" style=\"height: 0px;\">\n      <div class=\"vimeo-container\">\n         <iframe webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\" src=\"\/\/player.vimeo.com\/video\/163027474?api=1\" frameborder=\"0\"><\/iframe>\n      <\/div><br>\n      <p><a href=\"https:\/\/content.scienceofecd.com\/transcript\/transcript-clinton-self-control-versus-self-regulation\/\" target=\"_blank\">Clinton &#8211; self-control versus self-regulation &#8211; Text Transcript<\/a><\/p>\n   <\/div>\n<\/div><\/div>\n\n\n<p>Shanker goes on to explain some classic research on the development of self-control.<\/p>\n\n\n<div class=\"lazyblock-watch-expand-transcript-ZzjYlc wp-block-lazyblock-watch-expand-transcript\"><div class=\"watch-expand expand-container context-container\">\n   <div class=\"watch tap-to-expand tap-container\">\n      <div class=\"tap-icon\"><\/div>\n      <div class=\"tap-content\">\n         <span class=\"tap-label\">VIEW<\/span>\n         <span class=\"tap-description\">Shanker- self-regulation and self-control (3:53)<\/span>\n        \n      <\/div>\n   <\/div>\n   <div class=\"output-content collapse\" style=\"height: 0px;\">\n      <div class=\"vimeo-container\">\n         <iframe webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\" src=\"\/\/player.vimeo.com\/video\/90200456?api=1\" frameborder=\"0\"><\/iframe>\n      <\/div><br>\n      <p><a href=\"https:\/\/content.scienceofecd.com\/transcript\/transcript-shanker-self-regulation-and-self-control\/\" target=\"_blank\">Shanker- self-regulation and self-control &#8211; Text Transcript<\/a><\/p>\n   <\/div>\n<\/div><\/div>\n\n\n<p>Click on the interact below for an infographic from the MEHRIT Centre, a social enterprise that focuses on mindful self regulation, established by Dr. Shanker. The infographic explains the distinctions between self-regulation and self-control. As the infographic explains, &#8220;self-regulation makes self-control possible, not the other way around&#8221;.<\/p>\n\n\n<div class=\"lazyblock-interact-Z190eaT wp-block-lazyblock-interact\"><div class=\"interact-link context-container\">\n  <a target=\"_blank\" href=\"https:\/\/hscsr.rrc.ca\/secd\/interactions\/selfRegGraphic-MEHRIT\/selfRegGraphic-MEHRIT.html\" class=\"tap-container interact\">\n    <div class=\"tap-icon\"><\/div>\n    <div class=\"tap-content\">\n      <span class=\"tap-label\">INTERACT<\/span>\n      <span class=\"tap-description\">Self-regulation vs. Self-control<\/span>\n    <\/div>\n  <\/a>\n<\/div><\/div>\n\n<div class=\"lazyblock-reflect-2lYqAb wp-block-lazyblock-reflect\"><div class=\"reflect\">\n\n\n<p>How would you explain the difference between self-regulation and  self-control to colleagues or parents?<\/p>\n\n\n\n<p>This research indicates a child&#8217;s ability to control their impulses at age four is associated with many longterm outcomes. Were you surprised by the findings? Why or why not?<\/p>\n\n\n\n<p>Why do you think a relaxed state makes such a difference in a child&#8217;s self-control?<\/p>\n\n\n\n<p>Can you see any implications for parents and adults who work with young children?<\/p>\n\n<\/div><\/div>\n\n\n<h3 class=\"wp-block-heading\">Play and self-regulation<\/h3>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"alignleft\"><img decoding=\"async\" src=\"http:\/\/content.scienceofecd.com\/play\/files\/2019\/05\/pretending-to-cook-SML-300x200.jpg\" alt=\"2 children pretend to cook\" class=\"wp-image-7742\" \/><\/figure>\n<\/div>\n\n\n<p>During play, children have opportunities to practice the type of skills that are fundamental to self-regulation \u2013 flexible thinking, focused attention, goal-directed behaviour and the ability to negotiate and cooperate with peers.<\/p>\n\n\n\n<p>Carl Corter explains what researchers are learning about the relationship between self-regulation and play.<\/p>\n\n\n<div class=\"lazyblock-watch-expand-transcript-Z1ejsSF wp-block-lazyblock-watch-expand-transcript\"><div class=\"watch-expand expand-container context-container\">\n   <div class=\"watch tap-to-expand tap-container\">\n      <div class=\"tap-icon\"><\/div>\n      <div class=\"tap-content\">\n         <span class=\"tap-label\">VIEW<\/span>\n         <span class=\"tap-description\">Corter &#8211; self-regulation and dramatic play (1:41)<\/span>\n        \n      <\/div>\n   <\/div>\n   <div class=\"output-content collapse\" style=\"height: 0px;\">\n      <div class=\"vimeo-container\">\n         <iframe webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\" src=\"\/\/player.vimeo.com\/video\/143272869?api=1\" frameborder=\"0\"><\/iframe>\n      <\/div><br>\n      <p><a href=\"https:\/\/content.scienceofecd.com\/transcript\/transcript-corter-self-regulation-and-dramatic-play\/\" target=\"_blank\">Corter &#8211; self-regulation and dramatic play &#8211; Text Transcript<\/a><\/p>\n   <\/div>\n<\/div><\/div>\n\n<div class=\"lazyblock-reflect-Z1pxfc8 wp-block-lazyblock-reflect\"><div class=\"reflect\">\n\n\n<p>Have you seen children engaged in dramatic play that allows them to explore the self-regulation skills that Corter mentions, e.g., being flexibile, using working memory, staying in a role and practicing inhibition?<\/p>\n\n<\/div><\/div>\n\n\n<p>Page 2.6 in this module, <em>Play, coping and competence<\/em>, explores more on this topic and other research related to play.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Self-regulation is &#8220;&#8230;an ability to be boss of one&#8217;s own attention, emotion and behaviour at an appropriate level for one&#8217;s age and culture&#8221; (Clinton, 2020, p. 51). This involves taking into account not only our own thoughts and feelings but those of others as well. Self-regulation is central to our transition from helplessness to competence. [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":0,"parent":0,"menu_order":20,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-20","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/content.scienceofecd.com\/third-edition\/wp-json\/wp\/v2\/pages\/20","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/content.scienceofecd.com\/third-edition\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/content.scienceofecd.com\/third-edition\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/content.scienceofecd.com\/third-edition\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/content.scienceofecd.com\/third-edition\/wp-json\/wp\/v2\/comments?post=20"}],"version-history":[{"count":412,"href":"https:\/\/content.scienceofecd.com\/third-edition\/wp-json\/wp\/v2\/pages\/20\/revisions"}],"predecessor-version":[{"id":16239,"href":"https:\/\/content.scienceofecd.com\/third-edition\/wp-json\/wp\/v2\/pages\/20\/revisions\/16239"}],"wp:attachment":[{"href":"https:\/\/content.scienceofecd.com\/third-edition\/wp-json\/wp\/v2\/media?parent=20"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}