Self-Regulation: A Foundation of Development

Other Illinois Early Learning Guidelines: Birth to Age 3 sets

• Approaches to Learning
• Developmental Domain 1: Social and Emotional Development
• Developmental Domain 2: Physical Development and Health
• Developmental Domain 3: Language Development, Communication, and Literacy
• Developmental Domain 4: Cognitive Development

Signals needs by sounds and movement ER.1.1

Able to use cues to signal overstimulation , e.g., turns head, gaze aversionER.1.2

Begins to use self-soothing strategies, e.g., sucks on hands, grasps an object in order to calm self ER.1.3

Vocalizes and uses facial cues to get caregiver’s attention, e.g., cries, gazes, initiates eye contactER.1.4

Communicates needs to an adult, e.g., points, shakes head ER.2.1

Able to self-soothe more effectively, e.g., sucks thumb, holds on to stuffed toyER.2.2

Uses social referencing in uncertain situations, e.g., looks at a caregiver’s face for reassurance in the presence of a new person ER.2.3

Prefers physical proximity to familiar adults in unknown situations, e.g., follows caregiver when he or she leaves the roomER.2.4

Seeks out caregiver through physical actions, e.g., reaches for the caregiver’s hand or moves closer to them when frightened  ER.2.5

Uses comfort objects, e.g., a stuffed animal or blanket, to help calm downER.2.6

Uses caregiver’s facial cues and body language to assist in novel and uncertain situations, e.g., sees a dog for the first time and uses the adult’s smile as a cue to cautiously pat the dogER.3.1

Uses play to sort out feelings and gain control over them, e.g., projects feeling onto an object, grasps a ball and hugs it tightly to chest when excitedER.3.2

Uses verbal and nonverbal communication to signal the need for their caregiver, e.g., calls by name, crawls into a familiar adult’s lapER.3.3

Names some emotions, e.g., “me sad”ER.3.4

Begins to use “private speech” in order to assist in regulating their emotions, e.g., utters “bear, where is bear” to self ER.3.5

Communicates wants and needs verbally, e.g. “pick me up”ER.4.1

Engages in pretend play to manage uncertainty and fear, e.g., plays doctor and gives someone a “shot”ER.4.2

Seeks caregiver support when feeling overwhelmed by emotion; may reject support as well ER.4.3

Expresses emotions through the use of playER.4.4

Holds on to a special object during certain times of the day, e.g., blanket, picture, book, stuffed toyER.4.5

Focuses on objects in the environment during alert statesAR.1.1

Initiates and briefly maintains social interactions with adults, e.g., establishes eye contact, coos to receive attentionAR.1.2

Explores environment through senses, e.g., touches and mouths objectsAR.1.3

Focuses attention on novel objects and familiar caregiver(s)AR.1.4

Plays with one object for a few minutes before focusing on a different objectAR.1.5

Engages in joint attention with a caregiver, e.g. joins in looking at the same object or shifts gaze to where someone is pointingAR.2.1

Maintains more advanced levels of engagement, e.g., repeats actions over and over when enjoying the reaction and result of the experienceAR.2.2

Focuses on one object or activity for a brief period of time, even with other objects close in proximity; still easily distracted AR.2.3

Shifts attention from adults to peersAR.2.4

Relies on routines and patterns to maintain an organized state in order to focusAR.2.5

Works to find solutions to simple problems and/or obstacles, e.g., attempts to climb onto a piece of furniture in order to retrieve a toyAR.3.1

Works on solving increasingly difficult activities, e.g., attempts to solve a simple, three-piece puzzleAR.3.2

Remains focused for longer periods of time while engaged in self-initiated playAR.3.3

Attends and stays engaged to often reach a goal, e.g., places all the shapes in the shape sorterAR.3.4

Attention expands and stays focused on an activity or object even when distractions are presentAR.4.1

Uses self-talk to extend play, e.g., says “now sleepy” to the baby doll after feeding it a bottleAR.4.2

Plays independently before moving on to a new activity, e.g., engages in block play, reads a bookAR.4.3

Wait time increases, e.g., participates in turn-taking activitiesAR.4.4

Transitions between what he or she is engaged in and what is happening in the background, e.g., makes a comment in regard to a conversation happening between another child and adult, while engaged in completing a puzzleAR.4.5

Cries when hungry, tired, uncomfortable, or boredBR.1.1

Uses physical movements to disengage from interaction, turns head, averts gazeBR.1.2

Physically explores environment through touch, e.g., sucking, gnawing, hitting, pulling, bangingBR.1.3

Shows curiosity and limited restraint when exploring the environment, e.g., reaches for objects that adults or other children are holdingBR.1.4

Explores environment while unaware of boundaries and limits, e.g., crawls toward a shelf and attempts to climb itBR.2.1

Reads cues and body language of caregiver(s) and familiar others to guide reactions and behaviors in novel and uncertain situationsBR.2.2

Demonstrates frustration, e.g., cries, bitesBR.2.3

Has difficulty channeling excitement, e.g., screams, jumps, squeezes, bites BR.2.4

Chooses between two options, e.g., “You can have the red ball or the blue ball” BR.2.5

Completes a forbidden action regardless of referencing a caregiver’s reaction, e.g., looks toward their caregiver before touching the forbidden object and then touches it anywayBR.2.6

Communicates “mine” when another child takes a toy awayBR.3.1

Communicates “no” to self when reaching for forbidden objectsBR.3.2

Begins to respond to caregiver’s cues and modifies behavior, e.g., does not touch the forbidden object, once recognizing the caregiver is discouraging the action BR.3.3

Increases the use of private speech in everyday play and interactions BR.4.1

Increasingly reacts appropriately to adults’ facial expressions, tone, and affect, before acting on an impulseBR.4.2

Identifies situations where he or she needs the caregiver to support in controlling behavior, e.g., holds caregiver’s hand when crossing the street BR.4.3

Transitions smoothly if is prepared ahead of timeBR.4.4

Checks in with caregiver through nonverbal and verbal communication, e.g., glances, waves, points, says name, asks a question, all without having to be in close proximityBR.4.5

Demonstrates an awareness of expectations, e.g., approaches and gently touches a baby, waits for brief periods of time when turn-takingBR.4.6