WF2 4.1 4.2 5.1 5.2 5.3 5.4

WF2 4.1 4.2 5.1 5.2 5.3 5.4

4. Understand the significance of physical, mental and emotional

health and wellbeing for babies’ and children’s development

5. Understand coregulation and self-regulation in children

Urgent - Part timers

Hand in work

WF1, WF5, WF6, WF4  should now be handed in for marking 

Your portfolio should be at least 25 % complete

Recap Last Lesson we .........

Using your notes - what did we cover last lesson?

WF1 2.1  Reflect on prior learning and experience as appropriate to describe the role of the early years

educator in the following aspects:

● confidentiality

● information-sharing

● use of technology

● referring development concerns

● protecting self (for example, media and online presence)

● staff health and safety, including mental

● health and wellbeing support and supervision

Today we will........

4.1 Explain the impact of physical, mental and emotional health and wellbeing for babies’ and children’s development

4.2 Describe the role and responsibilities of the key person when supporting physical, mental and emotional health and wellbeing for babies’ and children’s development

5.1 Explain the terms:

• co-regulation

• self-regulation

5.2 Use examples to describe how early years educators provide opportunities for co-regulation in an early years setting

5.3 Describe how self-regulation changes according to a child’s age and stage of development

5.4 Analyse the significance of co-regulation for self regulation

Set yourself a target of what you would like to achieve today

Learning Outcome 1

4.1 Explain the impact of physical, mental and emotional health and wellbeing for babies’ and children’s development

an important quality or feature on which a particular thing depends or is based.

Group Activity - Activity 1.1

The impact of physical mental and emotional health and well being for babies and children's development

be prepared to feedback

1. Physical Health and Well-being

Physical health is fundamental to a child’s ability to explore, learn, and grow. Key factors include:

Nutrition and Growth: Adequate nutrition is essential for brain development, physical growth, and immune function. Malnutrition can lead to developmental delays and cognitive impairments.

Sleep and Rest: Sleep is crucial for brain processing and memory consolidation. Poor sleep can result in behavioural issues, difficulty concentrating, and weakened immunity.

Motor Skills Development: Opportunities for movement, play, and exercise help in the development of fine and gross motor skills, which are vital for coordination, balance, and everyday activities.

Health Conditions: Chronic illnesses (e.g., asthma, diabetes) can limit a child’s participation in physical activities, affecting their social interactions and emotional well-being.

2. Mental Health and Well-being

Mental health plays a crucial role in how children process emotions, interact with others, and engage with learning. Key influences include:

Cognitive Development: A child with good mental health is more likely to be curious, engaged, and able to problem-solve. Poor mental health can hinder concentration and memory.

Resilience and Coping Mechanisms: Children who develop resilience can better handle challenges, setbacks, and changes in their environment.

Stress and Anxiety: High levels of stress (e.g., from trauma, neglect, or a chaotic home environment) can lead to difficulties in learning, social withdrawal, and behavioural issues.

3. Emotional Health and Well-being

Emotional health supports a child’s ability to form relationships, regulate emotions, and feel secure in their environment.

Attachment and Bonding: Secure attachments with caregivers (Ainsworth’s Attachment Theory) provide a foundation for emotional security, confidence, and social relationships.

Self-Esteem and Confidence: Positive emotional well-being helps children develop a strong sense of self-worth, which impacts their willingness to try new things and persist in learning.

Social Development: Emotionally healthy children are more likely to develop positive social skills, empathy, and the ability to form friendships.

Emotional Regulation: The ability to manage emotions affects behaviour, decision-making, and social interactions. Children who struggle with emotional regulation may experience difficulties in school and peer relationships.

Interconnections Between These Areas

Poor physical health (e.g., malnutrition or chronic illness) can lead to mental health issues such as anxiety or low self-esteem.

Emotional distress can manifest in physical symptoms (e.g., stomach aches, headaches) and impact overall well-being.

Mental health struggles can affect social interactions, leading to isolation and further emotional difficulties.

Supporting babies’ and children’s holistic well-being through proper nutrition, a secure environment, emotional support, and mental health interventions ensures they can reach their full potential in all areas of development. Early intervention and a nurturing approach are key to fostering positive outcomes.

Learning Outcome 2

4.2 Describe the role and responsibilities of the key person when supporting physical, mental and emotional health and wellbeing for babies’ and children’s development

an important quality or feature on which a particular thing depends or is based.

Group Activity - Activity 1.1

Research the role and responsibilities of the key person when supporting physical, mental and emotional health and wellbeing for babies’ and children’s development 

be prepared to feedback

The Key Person plays a crucial role in a child’s early development, providing a secure and nurturing relationship that supports their physical, mental, and emotional well-being. This approach is embedded in the EYFS (Early Years Foundation Stage) framework, which emphasises the importance of strong, positive relationships in promoting children’s development.

1. Supporting Physical Health and Well-being

The Key Person ensures that children’s physical needs are met to promote healthy growth and development. Their responsibilities include:

Promoting Healthy Eating: Encouraging balanced meals and snacks that support brain development, energy levels, and overall health.

Encouraging Physical Activity: Providing opportunities for movement, play, and exercise to develop gross and fine motor skills.

 

Ensuring Rest and Sleep: Supporting appropriate nap times and rest periods to aid development and emotional regulation.

Monitoring Health and Hygiene: Promoting good hygiene practices (e.g., handwashing, dental care) and monitoring signs of illness or developmental concerns.

Safeguarding and Safety: Ensuring a safe environment free from hazards and responding to accidents or illnesses appropriately.

The Key Person is essential in ensuring early intervention for children who may face challenges in their development. By providing consistent care, emotional support, and tailored learning experiences, they help to create a foundation for lifelong health, well-being, and success.

2. Supporting Mental Health and Well-being

The Key Person plays a vital role in creating a secure and stimulating environment that fosters confidence and learning. Responsibilities include:

Providing Stability and Security: Building strong, trusting relationships with children to help them feel safe and valued.

Observing and Identifying Needs: Monitoring children’s behaviour and well-being, identifying signs of stress, anxiety, or developmental delays.

Encouraging Independence: Supporting self-help skills, decision-making, and resilience through positive reinforcement.

Supporting Cognitive Development: Engaging children in age-appropriate activities that promote curiosity, problem-solving, and learning.

3. Supporting Emotional Health and Well-being

Emotional well-being is fundamental to children’s ability to form relationships, regulate emotions, and feel secure. The Key Person’s responsibilities include: Establishing Secure Attachments: Acting as a consistent, responsive caregiver to help children develop trust and confidence (linked to Ainsworth’s Attachment Theory). Promoting Emotional Expression: Encouraging children to express their feelings in a healthy way and helping them understand emotions.

Supporting Social Development: Helping children form positive relationships with peers through play, communication, and cooperative activities.

Modelling Positive Behaviour: Demonstrating empathy, kindness, and effective conflict resolution to support children’s social-emotional skills.

Liaising with Parents and Professionals: Working in partnership with families, healthcare providers, and specialists (e.g., speech therapists, mental health professionals) to support children’s holistic development.

Learning Outcome 3

5.1 Explain the terms:

• co-regulation

• self-regulation

an important quality or feature on which a particular thing depends or is based.

Group - Activity

Research 

• co-regulation

• self-regulation

Be prepared to share

• within 36 hours of fertilisation, the single cell divides – this is known as the zygote – the zygote continues to divide to form the morula – the morula leaves the fallopian tube and enters the uterus

• by 4 weeks, the cells are referred to as the embryo – the placenta develops

• at 5 weeks, the brain and spinal cord develop as the neural tube – brain circulation begins and the heart starts to develop

• at 7 weeks, the brain develops distinct areas – ears and eyes begin to form and ‘limb buds’ appear (early arm and leg development)

• by 9 weeks, the baby is referred to as a foetus – the face forms, hands and feet grow and there are early signs of fingers and toes developing

• at 12 weeks, the baby is fully formed, including organs and structures

• by 20 weeks, the head and body size are more in proportion – the eyebrows and eyelashes begin to form

• by 26 weeks, the baby’s eyelids open and lanugo is present

• by 29 weeks, the heartbeat can be heard and vernix is present

• by 32 to 40 weeks, the baby turns downwards and engages in preparation for birth

1. Co-Regulation

Co-regulation refers to the supportive process where an adult (such as a caregiver, educator, or key person) helps a child manage their emotions, behaviour, and responses by providing guidance, comfort, and modelling appropriate strategies. It is a crucial developmental step that helps children learn how to regulate their own emotions over time.

Key Aspects of Co-Regulation:

Adult Guidance and Support: The adult provides a calm, reassuring presence to help the child navigate strong emotions.

Modelling Emotional Responses: Demonstrating how to handle frustration, disappointment, or excitement appropriately.

Verbal and Non-Verbal Cues: Using words, tone of voice, facial expressions, and body language to soothe and guide the child. Gradual Release of Responsibility: Over time, children internalise these skills and become more independent in managing emotions.

Examples of Co-Regulation:

A key person comforting a crying toddler by speaking gently and holding them until they calm down.

A teacher helping a child who is frustrated with a task, guiding them to take deep breaths and try again.

A parent helping a child handle disappointment by validating their feelings and suggesting positive coping strategies.

2. Self-Regulation

Self-regulation is a child’s ability to understand, manage, and control their emotions, behaviour, and impulses independently. It develops gradually through positive relationships, repeated experiences, and co-regulation.

Key Aspects of Self-Regulation:

Emotional Regulation: Recognising emotions and responding appropriately without external guidance.

Behavioural Control: Managing impulses, following rules, and adapting to social expectations.

Cognitive Regulation: Developing focus, problem-solving skills, and patience in challenging situations.

Delayed Gratification: Understanding that rewards or outcomes may take time and being able to wait.

Examples of Self-Regulation:

A child taking deep breaths when they feel frustrated instead of having a tantrum.

A pre schooler waiting their turn in a game without getting upset.

A young child using words instead of hitting when feeling angry.

Link Between Co-Regulation and Self-Regulation

Co-regulation is essential for self-regulation—children first need supportive adults to help them manage their emotions before they can do it on their own.

Secure attachments (Ainsworth's Attachment Theory) support a child's ability to develop self-regulation, as they feel safe and confident in expressing their emotions.

Maslow’s Hierarchy of Needs suggests that children need a stable, supportive environment (physiological and emotional security) before they can develop higher-order thinking and self-control.

Learning Outcome 4

5.2 Use examples to describe how early years educators provide opportunities for co-regulation in an early years setting

an important quality or feature on which a particular thing depends or is based.

Group - Activity

Research example to of how EYE provide opportunities for 

co-regulation in EY setting

Be prepared to share

• within 36 hours of fertilisation, the single cell divides – this is known as the zygote – the zygote continues to divide to form the morula – the morula leaves the fallopian tube and enters the uterus

• by 4 weeks, the cells are referred to as the embryo – the placenta develops

• at 5 weeks, the brain and spinal cord develop as the neural tube – brain circulation begins and the heart starts to develop

• at 7 weeks, the brain develops distinct areas – ears and eyes begin to form and ‘limb buds’ appear (early arm and leg development)

• by 9 weeks, the baby is referred to as a foetus – the face forms, hands and feet grow and there are early signs of fingers and toes developing

• at 12 weeks, the baby is fully formed, including organs and structures

• by 20 weeks, the head and body size are more in proportion – the eyebrows and eyelashes begin to form

• by 26 weeks, the baby’s eyelids open and lanugo is present

• by 29 weeks, the heartbeat can be heard and vernix is present

• by 32 to 40 weeks, the baby turns downwards and engages in preparation for birth

How Early Years Educators Provide Opportunities for Co-Regulation in an Early Years Setting

Early Years educators play a vital role in supporting co-regulation, helping children manage their emotions, behaviours, and responses to different situations. This support is essential in the early years, as young children are still developing the ability to regulate their own emotions and behaviour. Below are several ways educators provide opportunities for co-regulation in an Early Years setting, along with practical examples.

1. Providing a Calm and Supportive Presence

Children learn emotional regulation through secure relationships with trusted adults. Educators offer a calming influence and model appropriate emotional responses.

Example:

A toddler becomes upset after another child takes their toy. The educator kneels to the child's level, uses a soothing tone, and says, "I can see you're feeling sad. Let’s take a deep breath together. Maybe we can ask for the toy back or find another one to play with."

The educator stays with the child, offering comfort and modelling emotional regulation, rather than expecting the child to manage on their own.

2. Using Verbal and Non-Verbal Cues to Support Emotional Regulation

Educators help children identify emotions and learn coping strategies by naming feelings and demonstrating calming techniques.

Example:

A child gets frustrated because they can’t complete a puzzle. Instead of getting upset, the educator says, "I can see this is tricky. Let's try one more piece together. If it doesn’t fit, we can take a deep breath and try again."

The educator uses facial expressions and gestures (like putting a hand on their chest for deep breathing) to guide the child toward self-soothing techniques.

3. Modelling Problem-Solving and Conflict Resolution

Educators teach children how to manage conflicts calmly by modelling appropriate language and actions.

Example:

Two children argue over a toy. Instead of stepping in immediately, the educator says, "Let’s all take a deep breath. You both want to play with this toy. How can we solve this problem together?"

The educator encourages taking turns, using phrases like "Can we use a timer, so you both get a turn?"

This guides children through problem-solving instead of just enforcing a rule, allowing them to develop regulation skills.

4. Creating a Safe and Predictable Environment

Children feel more secure and better able to regulate their emotions in a structured, predictable environment where they know what to expect.

Example:

The educator maintains a consistent daily routine, using visual schedules with pictures of activities (e.g., playtime, snack time, story time).

If there’s an unexpected change (e.g., a visitor or change in activity), the educator prepares the children in advance, saying, "Today we have a visitor coming to read us a story. After that, we will have our usual playtime."

This reduces anxiety and helps children manage transitions with support rather than experiencing distress.

5. Teaching Emotional Expression Through Stories and Role Play

Educators use books, role play, and puppets to help children recognise emotions and appropriate responses.

Example:

The educator reads a book about a character who feels angry and discusses how the character calms down.

After the story, they ask, "What do you do when you feel angry? Let’s practice blowing out imaginary candles to help us feel calm."

This activity teaches children co-regulation strategies in a playful way, helping them internalise calming techniques.

6. Encouraging Mindfulness and Breathing Techniques

Simple mindfulness and breathing exercises help children learn to pause and regulate their emotions when they feel overwhelmed.

Example:

Before a transition (e.g., from outdoor play to quiet time), the educator leads a short breathing exercise:

"Let’s pretend to smell a flower... now blow out a candle. Smell the flower… blow out the candle."

These activities help children calm down before a structured activity, reinforcing co-regulation strategies.

6. Encouraging Mindfulness and Breathing Techniques

Simple mindfulness and breathing exercises help children learn to pause and regulate their emotions when they feel overwhelmed.

Example:

Before a transition (e.g., from outdoor play to quiet time), the educator leads a short breathing exercise:

"Let’s pretend to smell a flower... now blow out a candle. Smell the flower… blow out the candle."

These activities help children calm down before a structured activity, reinforcing co-regulation strategies.

7. Working with Parents to Ensure Consistency

Co-regulation is most effective when parents and educators work together to provide similar strategies at home and in the setting.

Example:

An educator shares co-regulation techniques with a child’s parents (e.g., using deep breathing or emotion cards) to maintain consistency.

If a child struggles with emotional regulation, the educator discusses strategies that work in the setting and supports parents in applying them at home.

Co-regulation in an Early Years setting provides children with the foundational skills needed for self-regulation. By offering emotional support, modelling positive behaviours, and guiding children through challenges, educators help them develop the ability to manage their own emotions and behaviours over time.

Through consistent, supportive interactions, children gradually transition from co-regulation to self-regulation, fostering resilience, emotional intelligence, and social competence for later life.

Learning Outcome 5

5.3 Describe how self-regulation changes according to a child’s age and stage of development

an important quality or feature on which a particular thing depends or is based.

Group - Activity

Research how self regulations changes according to a child's age and stage of development

Be prepared to share

• within 36 hours of fertilisation, the single cell divides – this is known as the zygote – the zygote continues to divide to form the morula – the morula leaves the fallopian tube and enters the uterus

• by 4 weeks, the cells are referred to as the embryo – the placenta develops

• at 5 weeks, the brain and spinal cord develop as the neural tube – brain circulation begins and the heart starts to develop

• at 7 weeks, the brain develops distinct areas – ears and eyes begin to form and ‘limb buds’ appear (early arm and leg development)

• by 9 weeks, the baby is referred to as a foetus – the face forms, hands and feet grow and there are early signs of fingers and toes developing

• at 12 weeks, the baby is fully formed, including organs and structures

• by 20 weeks, the head and body size are more in proportion – the eyebrows and eyelashes begin to form

• by 26 weeks, the baby’s eyelids open and lanugo is present

• by 29 weeks, the heartbeat can be heard and vernix is present

• by 32 to 40 weeks, the baby turns downwards and engages in preparation for birth

How Self-Regulation Changes According to a Child’s Age and Stage of Development

Self-regulation—the ability to manage emotions, behaviours, and impulses—develops gradually from infancy through childhood and into adolescence. It is influenced by brain development, experiences, and support from caregivers and educators. Below is an overview of how self-regulation changes at different ages and developmental stages.

1. Infancy (0-12 months) – Early Co-Regulation Stage

Characteristics:

Babies rely entirely on caregivers to regulate emotions and responses.

Their nervous system is immature, meaning they react instinctively to discomfort, hunger, or overstimulation (e.g., crying when tired or hungry).

Calming strategies come from external sources (e.g., rocking, soothing voice, feeding).

Examples of Self-Regulation Development:

✅ A baby settles when cuddled or rocked by a caregiver.

✅ Over time, some infants may start to suck their thumb or hold a comfort item to self-soothe.

Support from Adults (Co-Regulation Needed):

Providing consistent, comforting responses to distress.

Maintaining predictable routines (e.g., feeding and sleep schedules).

Using gentle voice and touch to soothe a crying baby.

2. Toddlerhood (1-3 years) – Beginning of Self-Regulation with Support

Characteristics: Toddlers start to recognise emotions but struggle to control their responses.

Impulsive behaviour is common (e.g., tantrums, hitting when frustrated).

Language development helps them express needs but emotions still overwhelm them.

Examples of Self-Regulation Development:

✅ A 2-year-old points or uses words instead of crying when they want something.

✅ A toddler begins to pause before hitting but may still struggle to stop themselves.

Support from Adults (Co-Regulation Still Needed):

Helping toddlers name emotions (“I see you're frustrated because you want the toy.”).

Introducing simple strategies (“Let’s take deep breaths together.”).

Offering choices (“Do you want the red or blue cup?”) to prevent frustration.

Modelling calm behaviour when responding to their emotions.

3. Preschool (3-5 years) – Early Signs of Independent Self-Regulation

Characteristics:

Children begin to control impulses but still need reminders.

They recognise emotions in others and start showing empathy.

With guidance, they learn simple self-soothing techniques (e.g., deep breathing).

Imagination helps them cope (e.g., using pretend play to process emotions).

Examples of Self-Regulation Development:

✅ A 4-year-old waits their turn in a group activity with support.

✅ A child uses words instead of hitting when upset.

✅ Some children self-soothe by hugging a toy when nervous.

Support from Adults (Gradual Release of Responsibility):

Using stories, puppets, and play to explore emotions.

Teaching step-by-step calming strategies (e.g., “When you feel upset, count to five.”).

Encouraging problem-solving instead of reacting impulsively (“What could we do instead of grabbing the toy?”).

Helping them predict emotions (“You might feel sad when we tidy up, so let’s do one last fun thing before we stop.”).

4. Early Primary Years (5-7 years) – Developing Emotional Awareness and Control

Characteristics:

Children become more aware of rules and social expectations.

They can delay gratification (e.g., waiting for a reward).

Emotional outbursts decrease, but they may still need support.

They begin problem-solving independently but benefit from adult guidance.

Examples of Self-Regulation Development:

✅ A 6-year-old pauses before interrupting a teacher and raises their hand.

✅ A child talks about feeling upset instead of crying.

✅ Some children use self-talk to calm themselves (e.g., “I can try again.”).

Support from Adults (Encouraging Independence):

Encouraging reflection on emotions (“How did you feel? What helped you feel better?”).

Teaching self-calming techniques (e.g., counting, breathing exercises, journaling).

Reinforcing positive behaviour choices (“I saw you waited patiently—that was great self-control!”).

Supporting peer relationships by teaching turn-taking and negotiation skills.

5. Later Primary Years (7-11 years) – Stronger Self-Regulation Skills Characteristics:

Children can manage emotions with less adult intervention.

They begin to understand different perspectives and control their reactions in social situations.

They can set goals and persist through challenges (e.g., finishing a difficult task).

Examples of Self-Regulation Development:

✅ A 9-year-old practises for a test even when they feel frustrated.

✅ A child chooses to walk away instead of arguing.

✅ They apologise and make amends after hurting a friend’s feelings.

Support from Adults (Encouraging Self-Reflection):

Encouraging self-monitoring (“How did that choice work out?”).

Supporting problem-solving discussions instead of giving immediate answers. Helping them set personal goals and develop resilience when things go wrong.

Self-regulation develops gradually, moving from full reliance on adults (infancy) to independent management of emotions and behaviours (late childhood and beyond).

Early years settings play a vital role by providing co-regulation opportunities that scaffold self-regulation skills.

Secure attachments (Ainsworth’s Theory) and positive learning environments (Maslow’s Hierarchy) support emotional resilience and independence.

Educators and caregivers help children build self-regulation by modelling, guiding, and gradually allowing them to take responsibility for their actions.

By understanding these developmental stages, educators and parents can provide age-appropriate support, ensuring children gain the skills they need for success in school, relationships, and life.

Learning Outcome 6

5.4 Analyse the significance of co-regulation for self regulation

Break down the subject into separate parts and examine each part. Show how the main ideas are related and why they are important. Reference to current research or theory may support the analysis. 

an important quality or feature on which a particular thing depends or is based.

Group - Activity

Research how self regulations changes according to a child's age and stage of development

Be prepared to share

• within 36 hours of fertilisation, the single cell divides – this is known as the zygote – the zygote continues to divide to form the morula – the morula leaves the fallopian tube and enters the uterus

• by 4 weeks, the cells are referred to as the embryo – the placenta develops

• at 5 weeks, the brain and spinal cord develop as the neural tube – brain circulation begins and the heart starts to develop

• at 7 weeks, the brain develops distinct areas – ears and eyes begin to form and ‘limb buds’ appear (early arm and leg development)

• by 9 weeks, the baby is referred to as a foetus – the face forms, hands and feet grow and there are early signs of fingers and toes developing

• at 12 weeks, the baby is fully formed, including organs and structures

• by 20 weeks, the head and body size are more in proportion – the eyebrows and eyelashes begin to form

• by 26 weeks, the baby’s eyelids open and lanugo is present

• by 29 weeks, the heartbeat can be heard and vernix is present

• by 32 to 40 weeks, the baby turns downwards and engages in preparation for birth

The Significance of Co-Regulation for Self-Regulation

Co-regulation is a fundamental building block for self-regulation, providing children with the emotional support, modelling, and guidance they need to gradually develop independence in managing their emotions and behaviours. Without co-regulation, children may struggle to develop self-regulation skills effectively, leading to difficulties in emotional control, social interactions, and learning.

1. Co-Regulation as the Foundation for Self-Regulation

What is Co-Regulation?

Co-regulation refers to the supportive interactions between a child and a responsive adult, where the adult helps the child manage emotions and behaviours by:

Providing comfort and reassurance (e.g., soothing a crying child).

Modelling appropriate responses to frustration, disappointment, or excitement.

Teaching self-soothing techniques (e.g., deep breathing, counting to ten).

Why Is Co-Regulation Important for Self-Regulation?

Children are born without self-regulation skills and depend on adults to co-regulate their emotions in the early years.

Over time, repeated co-regulation experiences shape brain development, helping children build the neurological pathways necessary for self-regulation.

Secure, responsive relationships with caregivers give children the confidence to explore, take risks, and regulate themselves in new situations.

2. The Role of Attachment and Brain Development

Ainsworth’s Attachment Theory suggests that secure attachments create a safe emotional foundation, which supports self-regulation development.

The Role of the Prefrontal Cortex:

The prefrontal cortex (responsible for self-regulation) is not fully developed in young children.

Co-regulation strengthens connections in this area, helping children gradually manage their emotions independently.

Example:

A toddler throws a tantrum when they cannot have a toy.

A caregiver helps co-regulate by using a calm tone, validating feelings, and offering alternatives (e.g., “I see you’re upset. Let’s take deep breaths together, and then we can find another toy.”).

Over time, the child internalises this strategy and begins to use deep breathing independently (self-regulation).

3. Co-Regulation Helps Children Develop Emotional and Behavioural Control

Through co-regulation, children learn:

A. Emotional Regulation

Understanding how emotions work and recognising their feelings. Learning calming techniques such as breathing exercises or mindfulness. Developing the ability to pause before reacting impulsively. Example:

A 4-year-old gets frustrated when they can’t complete a puzzle.

An educator co-regulates by saying, “Let’s take a deep breath and try again together.”

Over time, the child learns to manage frustration independently by pausing and trying again.

B. Behavioural Regulation

Learning to follow rules and routines.

Developing the ability to wait, take turns, and control impulses.

Understanding that actions have consequences.

Example:

A child wants to speak while another child is talking.

The educator co-regulates by gently reminding, “Let’s wait until they finish, then it’s your turn.”

Over time, the child internalises this behaviour and learns to wait without reminders.

C. Social Regulation

Learning to navigate social interactions through problem-solving.

Developing empathy and understanding of others’ perspectives.

Gaining skills in negotiation and conflict resolution.

Example:

Two children fight over a toy.

The educator co-regulates by guiding them: “You both want to play. How can we take turns?”

Over time, the children learn to negotiate independently without adult intervention.

4. The Long-Term Impact of Co-Regulation on Self-Regulation

Positive Effects of Strong Self-Regulation:

Better emotional resilience (ability to handle stress and setbacks).

Stronger social skills (forming positive relationships).

Increased ability to focus and learn (better academic outcomes).

Improved problem-solving and decision-making.

Negative Consequences of Poor Co-Regulation:

Children who do not experience effective co-regulation may struggle with:

Impulsivity and frustration.

Emotional outbursts and poor social interactions.

Difficulties in school due to lack of attention and self-control.

5. Gradual Release: From Co-Regulation to Self-Regulation

How Co-Regulation Transforms into Self-Regulation:

Infancy (0-1 year) – Fully dependent on adults for emotional regulation (crying, comforted by caregivers).

Toddlerhood (1-3 years) – Beginning to express emotions but still needs constant co-regulation.

Preschool (3-5 years) – Learning simple self-regulation strategies but requires guidance.

Early Primary (5-7 years) – More independent in regulating emotions but benefits from reminders.

Later Primary (7-11 years) – Can manage most emotions and behaviours with minimal adult support.

Example of Gradual Release:

At age 2, a child is comforted by an adult when they fall.

At age 4, they may say, "I’m okay," but still seek reassurance.

At age 6, they brush it off and continue playing without seeking help.

Co-regulation is the foundation for self-regulation. Without it, children do not learn the skills needed to manage emotions, behaviour, and social interactions independently.

Early years educators and caregivers play a crucial role in providing consistent, responsive, and supportive co-regulation experiences.

Through repeated co-regulation, children develop confidence, self-awareness, and the ability to regulate emotions independently.

As children grow, co-regulation gradually decreases, and self-regulation takes over, leading to emotional resilience, better social interactions, and academic success.

By fostering effective co-regulation in early childhood, we lay the groundwork for lifelong self-regulation skills, which are essential for well-being, learning, and positive relationships.

Did we achieve......

4.1 Explain the impact of physical, mental and emotional health and wellbeing for babies’ and children’s development

4.2 Describe the role and responsibilities of the key person when supporting physical, mental and emotional health and wellbeing for babies’ and children’s development

5.1 Explain the terms:

• co-regulation

• self-regulation

5.2 Use examples to describe how early years educators provide opportunities for co-regulation in an early years setting

5.3 Describe how self-regulation changes according to a child’s age and stage of development

5.4 Analyse the significance of co-regulation for self regulation

Set yourself a target of what you would like to achieve today

What have you learnt today?

Next week we will .....

6.1 Summarise a range of underpinning theories and their impact to child Professional Skills