Teaching children “self-control” or “self-regulation” skills are often top on teacher’s lists. It’s often one of the most challenging group of skills, and one that teachers feel most frustrated by. Why is it so hard? Because in essence, “teaching self-control” usually means “teaching children not to express the emotions that they’re feeling.”
Of course, self-regulation is important. And of course, we all, as we mature, need to learn what feelings to share, with whom, and when. As we all know, even as adults that can be very hard. The same teacher who has an angry outburst at a staff meeting, or who shares a list of frustrations and complaints with a co-worker on her lunch break, might expect a 3-year-old child to somehow develop the skills to not get upset – or if they do get upset, not to show it, because showing it disrupts the classroom and her lesson plan.
Yes, children need to learn self-regulation skills. But, like any other skill, these skills are developmental, and adults need to be aware of what situations and emotions young children can realistically be expected to handle.
So many of the “self-regulation” issues that challenge teachers aren’t actually about children’s own self-regulation. They’re about children’s ability and willingness to comply with what adults what them to do. There are some things that children do need to follow adult directions for, especially situations involving health and safety. But there’s also a lot of situations where adults could give children more flexibility and choice. When adults choose to demand that children follow directions and rules that come from adult perspective, or that don’t consider children’s perspectives and needs, children become frustrated. And the adults then expect the children to demonstrate the “self-control” of not expressing that frustration.
But don’t children need to learn to handle frustration?
Yes they do. But we also need to consider the reasons that they’re frustrated to begin with. When we expect children to share a limited amount of materials, or sit in the same spot for twenty minutes, or play with children who they don’t want to be with, we’re creating problems – usually without even realizing it. As adults, when we’re frustrated, we want to find solutions to the problem. We don’t want someone to just tell us to not be upset. Self-regulation is more than behaving well and not being disruptive. True self-regulation is part of a complex set of skills for managing our inner selves as we interact with the people around us. Like any other skill set, it takes time and practice to learn and develop. And that’s what the adults should expect – and should support.
