August 2021 Parenta magazine

The significant role of
co-regulation in the early years
“Developing self-regulation, like many elements of development and learning, is not
something children do by themselves. It is a process that grows out of attuned
relationships where the caregiver and baby or child are closely attentive to each
other and engage in sensitive, responsive exchanges.”
I love this. The truth is that co-regulation
– our attuned, attentive, and loving
exchanges with children - are key to their
emotional growth and ultimately support
children in growing and strengthening
their self-regulation skills over the years.
On the other side of the coin, those
children who are not adequately coregulated
may well become overwhelmed
by their feelings. Where does this leave
them? Unregulated, they struggle to cope
with the daily challenges of life, unable to
navigate the feelings or behaviours that
are so intrinsically linked.
Co-regulation is vital for young children
because it provides the crucial support
that helps them to understand powerful or
unpleasant feelings and return to a place
of calm. It makes sense that co-regulation
is placed firmly at the heart of our practice
in the early years.
Brain development and co-regulation
Co-regulation is the warm interaction
between adult and child (or between
adults!) where adults help children to
understand their feelings and behaviours.
Co-regulation needs to be tender,
intentional, and focused. As early years
practitioners, we must pay the closest of
attention to children’s emotional cues,
understanding their body language,
and responding swiftly, consistently, and
sensitively to these. Part of co-regulation’s
complexity is giving the right amount of
support at the right time and knowing
what each child needs at any given time.
Promptness and consistency are key.
Birth to 5 Matters 2021
Jack is 2. He is playing at the water tray
with another child. He cannot reach a
bucket on the other side of the water
tray. He shows small signs of frustration,
banging the spoon he is holding. A
teacher is sitting a short distance away
and is observing his cues. She waits to
see what he will do next, not jumping in
straight away.
Jack tries to reach the bucket again, but it
is too far away. He drops the spoon on the
floor and is beginning to look distressed.
The teacher comes over immediately, and
gently speaks to Jack, ‘You look sad. Do
you want the bucket? Shall we get it?”
Jack says nothing but allows her to take
his hand and lead him to the other side
of the water tray where he is able to pick
up the bucket for himself. “Good lifting!”
says the teacher. Jack smiles and fills the
bucket with water. The teacher continues
to observe Jack carefully as he plays.
Jack was frustrated and unable to
help himself. He needed an adult to
acknowledge his powerful feelings,
suggest a solution, and help him to move
towards that solution.
Through the teacher observing, waiting,
modelling and coaching, Jack learns that
his frustrations will be supported and that
there are ways of achieving what he wants
to do, even when there are difficulties
involved.
The more confident children are at
understanding their emotions and
challenges, the more likely they are to
make sense of their environment and
pursue their goals.
Co-regulation, then, is an ongoing cycle of observation, interaction and
collaboration:
Solution reached together,
with feelings acknowledged
and supported
3
4
Adult observes and reaches out
promptly to support and model
1
Child is helpless, overcome
with difficult feelings
2
Child cannot find a solution
to the difficulty or challenge
A pedagogy of connection
Settings that put co-regulation at the heart of their pedagogy will significantly support
children in developing self-regulatory skills.
We can best achieve this through:
• Connectivity – a culture of tenderness
towards children builds warm,
responsive relationships. Such a
culture has a powerful impact on
children’s capabilities, helping them to
feel loved and comforted, as well as
supported and respected
• Predictability – when we are
consistently and reliably kind, children
An environment of connection
feel able to meet challenges and
difficult feelings more readily, feeling
supported in each circumstance
• Enablement – supporting children
through observing, modelling and
suggesting strategies helps children to
build their emotional intelligence and
practice their self-regulation skills
There needs to be a solid framework into which co-regulation sits comfortably. This means
that each day we provide:
• A predictable and enjoyable daily
routine and schedule
• Careful observation of children’s
emotional cues - any child in a place
of tension and anxiety will clearly
find it more difficult to find solutions to
everyday challenges
• Plenty of fresh air and physical activity
– research demonstrates over and
over that fresh air and exercise helps
children’s self-regulatory abilities (and
adults!)
• Time and place for adults to
encourage each other – supporting
children is rewarding but draining
Helen Garnett
Helen Garnett is a mother of 4, and
a committed and experienced early
years consultant. She has a wealth
of experience in teaching, both in
the primary and early years sectors.
She co-founded a pre-school in 2005
where she developed a keen interest
in early intervention, leading her into
international work for the early years
sector. Helen cares passionately
about young children and connection.
As a result, she wrote her first book,
“Developing Empathy in the Early Years:
a guide for practitioners” for which she
won the Professional Books category
at the 2018 Nursery World Awards, and
“Building a Resilient Workforce in the
Early Years”, published by Early Years
Alliance in June 2019. She also writes
articles for early years magazines, such
as Nursery World, Early Years Teacher
Organisation, QA Education, Teach Early
Years, and Early Years Educator.
Helen is the co-founder and Education
Director at Arc Pathway, an early years
platform for teachers and parents.
Helen can be contacted via LinkedIn.
Co-regulation has a vital role because it helps grow children’s emotional competence, self-direction, and executive function. And yet
co-regulation isn’t just about building self-regulation skills. It is about building capable and confident children. Children become
increasingly more capable the more we understand them, and progressively more confident the more we show them the exciting
possibilities and options in their world. And the wonderful thing is that any child can become an expert in their own world when adults
understand their needs, observe their emotional cues and support their search towards solutions or goals.
Through co-regulation, children can become powerful learners and competent thinkers.
12 August 2021 | parenta.com
parenta.com | August 2021 13