How to Improve Self-regulation among Preschoolers

Abstract

In this paper, a thorough review is provided of how different aspects of self-regulation are affecting a child's development and the manner in which they are influenced by various components of self-regulation in the process of development. The ability to self-regulation has been recognized to be one of the most essential components in the development of cognitive, behavioral, and academic abilities. It is noteworthy that there have been only a few studies that have specifically focused on preschoolers, who are proved to be at the perfect age to learn self-regulation. Therefore, the aim of this paper is to critically comment a number of recent studies on how to improve self-regulated skills in preschool children following a systematic review of recent research and gives some constructive opinions. It presents an analysis of three different types of interventions: physical activities, mindfulness practices, and game-based interventions. In spite of the strengths and weaknesses of each form of self-regulation learning, the paper concludes that both physical and game-based activities are more practical and acceptable to preschoolers, while mindfulness is suggested to apply among special groups. Additionally, at the end of the paper, two common disabilities which suffer from hard-wired deficiencies in the ability to self-regulate their development are also mentioned and discussed in order to encourage future research on these special groups. This paper provides some reference for follow-up research.