Developing self-regulation through physical play Scroll to learning area

Find out what self-regulation looks like and how it is supported through rich play experiences. See children feeling in control, setting their own challenges and taking appropriate risks in an environment of warmth.

Good for looking at

• Self-regulated learning through play
• Physical play
• Supporting play
• Taking risks
• Cognitive development
• Emotional development
• Social development
• The characteristics of effective learning

FURTHER READING

Cognitive Self-Regulation

The cognitive element of self-regulation involves processes through which children build an increasing range of strategies for tackling tasks and learn to use these strategies appropriately when needed. The underlying processes here are known as:

• Executive functioning – controlling one’s own mental and behavioural activity.

• Metacognition – monitoring one’s own thinking and judging how successful different strategies are, then developing more effective ways of approaching tasks.

A large body of research shows that these skills predict educational success, emotional well-being, and overall life outcomes more strongly than any other aspect of early learning (see Whitebread & Coltman, 2011; Whitebread, 2014). There is also growing evidence that playful activities support the early development of these abilities.

As illustrated in the film, physical play gives young children opportunities to set their own goals, try out different strategies or variations of strategies, and receive clear feedback about what works and what doesn’t. This type of play provides all the experiences needed to strongly support children’s emerging metacognitive and self-regulatory skills (Whitebread, 2010).

Self-Determination

The widely accepted theory about the motivational aspect of self-regulation is called Self-Determination Theory (SDT) (Deci, 2008; Ryan & Deci, 2000). This theory brings together extensive research on human motivation and identifies three fundamental psychological needs. When these needs are met, children experience high levels of emotional well-being and develop the ability to persevere and overcome difficulties to achieve personal goals. These needs are:

• Competence – feeling capable and effective.

• Autonomy – having control over one’s actions.

• Relatedness – feeling connected to others.

Children’s drive for competence is clearly shown in the film. They constantly push themselves to achieve something new and manage tasks they find difficult. Lev Vygotsky captured this characteristic of play when he wrote:

“In play a child always behaves beyond his average age, above his daily behavior; in play it is as though he were a head taller than himself.” (Vygotsky, 1978, p.102)

A child’s sense of competence is crucial when facing difficulties. If children repeatedly experience challenge followed by success, they develop a strong belief in their ability to overcome obstacles – what is often called self-efficacy. This creates a positive cycle: when difficulties arise, the child responds by increasing effort, trying new strategies, and eventually succeeding. This builds emotional resilience and a “can do” attitude.

By contrast, if a child repeatedly experiences difficulty and failure despite trying hard, they may begin to doubt their abilities and develop learned helplessness – expecting to fail and giving up quickly when faced with something unfamiliar or challenging. Adults play a vital role in supporting children’s feelings of competence and self-efficacy. The key is to provide opportunities for children to challenge themselves and allow them to struggle and solve problems independently, while being ready to offer practical and emotional support when needed.

The need for autonomy is also well documented. From the earliest months, babies enjoy feeling in control and love seeing their actions cause predictable effects – for example, dropping an object and watching an adult pick it up, then repeating, is a game babies will enjoy for a long time. Physical play, as shown in the film, offers many chances for children to set their own goals, work out their own ways of achieving them, and develop a sense of themselves as active agents who can make things happen.

General prompts for discussion:

• What stood out to you in the film about children’s physical struggles? Why might these moments matter for their development?
• When children find a physical task difficult, what do you think they’re learning beyond the skill itself?
• What kinds of activities spark children’s interest and give them just the right amount of challenge?
• When a child is struggling physically, what’s the most helpful thing an adult can do – and what might actually get in the way?

Prompts for developing practice:

• Do we really understand what motivates children to keep trying? How does that shape the way we support them?
• Looking at our setting, are we offering enough physical challenges that feel achievable but still stretch children’s abilities?
• How do we step in when children struggle—are we supporting perseverance or accidentally taking over?
• Do we provide appropriate adult support for children when they are experiencing difficulties during physical play?
• Do we have a way to notice and record patterns in children’s motivation, so we can plan for their individual needs?
• Are some children avoiding physical challenges? How can we help them experience success and enjoyment?
• What can we do to make sure every child feels positive about physical challenges and sees them as fun, not frustrating?
• Do we give children space and time to set their own challenges and tackle them at their own pace?
• How do we adapt for children with coordination difficulties or dyspraxia so they can still feel successful?

FURTHER READING

Cognitive Self-Regulation

The cognitive element of self-regulation involves processes through which children build an increasing range of strategies for tackling tasks and learn to use these strategies appropriately when needed. The underlying processes here are known as:

• Executive functioning – controlling one’s own mental and behavioural activity.

• Metacognition – monitoring one’s own thinking and judging how successful different strategies are, then developing more effective ways of approaching tasks.

A large body of research shows that these skills predict educational success, emotional well-being, and overall life outcomes more strongly than any other aspect of early learning (see Whitebread & Coltman, 2011; Whitebread, 2014). There is also growing evidence that playful activities support the early development of these abilities.

As illustrated in the film, physical play gives young children opportunities to set their own goals, try out different strategies or variations of strategies, and receive clear feedback about what works and what doesn’t. This type of play provides all the experiences needed to strongly support children’s emerging metacognitive and self-regulatory skills (Whitebread, 2010).

Self-Determination

The widely accepted theory about the motivational aspect of self-regulation is called Self-Determination Theory (SDT) (Deci, 2008; Ryan & Deci, 2000). This theory brings together extensive research on human motivation and identifies three fundamental psychological needs. When these needs are met, children experience high levels of emotional well-being and develop the ability to persevere and overcome difficulties to achieve personal goals. These needs are:

• Competence – feeling capable and effective.

• Autonomy – having control over one’s actions.

• Relatedness – feeling connected to others.

Children’s drive for competence is clearly shown in the film. They constantly push themselves to achieve something new and manage tasks they find difficult. Lev Vygotsky captured this characteristic of play when he wrote:

“In play a child always behaves beyond his average age, above his daily behavior; in play it is as though he were a head taller than himself.” (Vygotsky, 1978, p.102)

A child’s sense of competence is crucial when facing difficulties. If children repeatedly experience challenge followed by success, they develop a strong belief in their ability to overcome obstacles – what is often called self-efficacy. This creates a positive cycle: when difficulties arise, the child responds by increasing effort, trying new strategies, and eventually succeeding. This builds emotional resilience and a “can do” attitude.

By contrast, if a child repeatedly experiences difficulty and failure despite trying hard, they may begin to doubt their abilities and develop learned helplessness – expecting to fail and giving up quickly when faced with something unfamiliar or challenging. Adults play a vital role in supporting children’s feelings of competence and self-efficacy. The key is to provide opportunities for children to challenge themselves and allow them to struggle and solve problems independently, while being ready to offer practical and emotional support when needed.

The need for autonomy is also well documented. From the earliest months, babies enjoy feeling in control and love seeing their actions cause predictable effects – for example, dropping an object and watching an adult pick it up, then repeating, is a game babies will enjoy for a long time. Physical play, as shown in the film, offers many chances for children to set their own goals, work out their own ways of achieving them, and develop a sense of themselves as active agents who can make things happen.