The Concept of Self-Regulation
Human behavior and thought patterns evolve, and the scenario, when nine-year-old Jackson has become increasingly self-regulated in his school work, shows that the child grows mentally and cognitively. From the moment people are born until they are old, individuals accept their community’s culture, ideals, and morals. Self-regulation is individuals’ ability to teach or manage how they think and respond to events around them (Shriner & Shriner, 2014).
Self-regulation is the ability to regulate how one acts by self-reinforcement, self-examination, and monitoring oneself (Shriner & Shriner, 2014). This capacity for self-regulation can assist an individual in becoming autonomous and less stressed throughout everyday situations. It states that the acquisition of self-regulation skills occurs due to the cognitive and personal development of the child, which allows him to adapt to the circumstances better.
People with high self-regulation skills always check their emotions when an unexpected situation develops. They will deliberate before acting to prevent the predicament they are in from getting worse. As stated by Albert Bandura, the self-regulating theory is continuous and life-long, meaning it is impossible to become self-regulated once and for the rest of your life (Shriner & Shriner, 2014).
As people age, they adjust to what their friends, family, and the community show and expect from them. Developing a solid fundamental capability for self-regulation in children is critical because it helps them adjust to reality better. What children learn can shape who they become in their adult lives (Shriner & Shriner, 2014).
Adult involvement is required throughout the entire procedure since adults are the individuals who have to demonstrate and model independence for the children. While a youngster goes through physical growth, they also improve their ability to regulate their skills. Therefore, adaptive conduct cannot occur instantly. Developing the child’s capacity for self-regulation requires careful planning and comprehension.
Contributing Factors and Potential Challenges to Sustaining Self-Regulation
The scenario benefits the parent and the child because Jackson can handle his responsibilities without their assistance. He has an encouraging environment that helps him gain the confidence to solve problems independently, which is one of the primary reasons for improving self-control in schoolwork. It will be easier for him to feel confident that he is performing well if he has a supportive environment and a family supporting him.
Jackson’s parents’ work is another potential factor in developing self-regulation. As he can manage himself, he can begin learning to self-regulate by making plans and working on his schoolwork with minimal assistance.
Children’s attention spans and emotional self-control are limited due to the peculiarities of psychic development and neuroplasticity. Due to their high energy levels and activity, they might quickly become bored if forced to remain in a classroom for an extended period without any interaction or tasks requiring them to move around (Shriner & Shriner, 2014). Since kids cannot regulate themselves as well as adults, teaching them self-management may be challenging. Parents must teach their children how to regulate their emotions and attention and develop an adequate attitude to studying.
The involvement and encouragement of the adults in the child’s immediate surroundings must be harmonized with the beneficial environment. Instructors and classmates have the power to affect a child’s behavior at school. Self-regulation may not be achievable at school if sufficient advice is not provided. Therefore, acquiring self-regulation skills is favorable for further personal development, but it requires assistance from others.
References
Shriner, B. & Shriner, S. (2014). Essentials of lifespan development: A topical approach. Bridgepoint Education Inc.