Preschoolers Self-Regulation and Their Early School Success

This is a literature review. Self-regulation is the ability to control emotion, thought and behaviour. Self-regulation involves a process of cognitive, social and emotional. Self-regulation is more influenced by environmental factor than the temperament as individual factor. The ability of self-regulation in childhood has long-term effects and represents an important foundation for children achievement and their social life. Self-regulation involves aspects of emotional, cognitive, and social (behaviour) development. The ability to self regulates increases dramatically as children grow older. Children need to develop self-regulation skills because it has strong influence on school readiness and build relationship with peers. School readiness is defined as young children's mastery of skills that help ensure in school settings, including social emotional competence, positive attitudes toward learning, persistence, and attainment of pre academic milestones. Children cannot have the ability of self-regulation by themselves, they need adults' help. They will learn how to regulate their emotion and behaviour by watching and imitating adults. In this literature review, there are some ways can be done by adults to fostering children self-regulation in their daily life, such as find ways to say YES rather than NO; tell them what is possible rather than what is not; name emotions by using words like happy, sad, embarrassed, and proud to describe how you feel; anticipate transitions and announce changes to normal daily routines well in advance; be involved, anticipate inappropriate behaviour and re-direct it; and offer opportunities for creativity and play.