Self-regulation development: strategies for working with children and parents



National Quality Standard
QA1Educational program and practice
QA2Children’s health and safety
QA5Relationships with children
QA6Collaborative partnerships with families and communities
Australian Professional Standards for Teachers
1Know students and how they learn
2Know the content and how to teach it
3Plan for and implement effective teaching and learning
4Create and maintain supportive and safe learning environments
7Engage professionally with colleagues, parents/carers and the community


Dr Kate Williams
Dr Kate Williams is a lecturer and researcher in the School of Early Childhood at the Queensland University of Technology and is also a Registered Music Therapist.


Learning to control their own behaviour, emotions and thoughts in beneficial ways is a key development process for young children. Educators (and parents) can play an important role in helping children to develop better self-regulation skills.

Self-regulation refers to the ways in which children regulate or control their own behaviour, emotions and thoughts in ways that are beneficial to their overall development. Learning to self-regulate is a key task during early childhood. Better self-regulation skills have been associated with a range of more positive outcomes across a lifetime, and are particularly important in the transition to school. Educators and parents (individually and in cooperation) can help children to improve their self-regulation skills.