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Psychology

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Jan 9, 2024

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Essay Psy 321 Ginnetta Waiters-Groves Module 6 The definition of Self-Regulation refers to the ability to manage one's own emotions, behaviors, and body movements in a socially acceptable manner. It involves being able to control impulses, delay gratification, and behave in a way that is appropriate for the situation. Self-Regulation in Early Childhood During early childhood, self-regulation develops gradually and is influenced by a child's experiences and interactions with their environment. Here's what it typically looks like: Infancy (0-2 years) Babies start to develop basic self-regulation skills, such as soothing themselves to sleep or calming down after being upset. Toddlerhood (2-3 years): Toddlers begin to understand and follow simple rules and instructions. They start to control their impulses and can wait for short periods without becoming upset. Preschool (3-5 years): Preschoolers have more advanced self-regulation skills. They can follow more complex rules, control their emotions better, and handle longer periods of waiting. Role of Play in Social and Emotional Development Play is a crucial part of a child's social and emotional development. Here's how it contributes: Developing Social Skills Through play, children learn to cooperate, share, and take turns. They also learn to understand others' feelings and perspectives. Building Emotional Skills**: Play allows children to express their feelings and learn to manage them. It also helps them understand and cope with different emotions. Enhancing Self-Regulation: Play often involves rules, which can help children learn to control their behavior. Pretend play, in particular, can enhance children's self-regulation as they take on different roles and scenarios. In conclusion, self-regulation is a critical skill that develops throughout early childhood. Play is a powerful tool that can help children develop this skill, along with other social and emotional

skills. s children get older, their “regulatory capacities expand and deepen, allowing them, for example, to increasingly control their attentional state and tune out distractions to complete a task, to put aside hurt feelings to patch up a friendship, and to keep secrets” (Lightfoot et al.,2018). Along with teaching children proper and acceptable behavior is the approach to control. one’s one thoughts and actions with play. Vygotsky states that play is vital in the development of self-regulation for children because it requires the control of thoughts and actions (Lightfoot et al., 2018). One type of play that helps teach this control is sociodramatic play. This can look like playing “doctor” or “house” where children take on the role of someone with responsibility. For example, children might be pretending to be a mother and fathers and need help in changing a baby’s diaper. This play guides the children to think of cause-and-effect situations, if the baby’s diaper needs to be changed, what comes first? If the baby is crying, how can we help soothe the baby’s discomfort? This regulates the child’s thoughts and behaviors according to the imaginary situation as it evolves between the two children (Lightfoot et al., 2018). Behavioral self-regulation skills should begin with children at an early age and these skills are necessary for them throughout their lives. The best time to start working with children is during the preschool years. (Sezgin & Demiriz, 2017). In conclusion self regulation is very important in the early stages of childhood, it helps development and social skills that they will carry on throughout childhood and adulthood. We must continue to model self regulation skills for children to continue to see a positive impact around them. References: Lightfoot, C., Cole, M., & Cole, S. (2018). The Development of Children. Macmillan Education.

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