Self-regulation is the process of how children respond to their environment (Bronson, 2000). It is ability to monitor and manage emotions, thoughts, and behaviors (McClelland, Ponitz, Messersmith, & Tominey, 2010). It's what helps children focus their attention on learning when they might be distracted by others, upset by a problem, or excited about an upcoming event (Community for children, 2015). It refers to both the conscious and unconscious processes that allow us to regulate our thoughts, feelings and actions in service of a goal (Bailey, 2013)
Some benefits include:
Social emotional learning is related to self-regulation
Social emotional learning (SEL) is the process through which children and adults acquire and apply the knowledge, attitudes, and skills necessary to understand and manage emotions; set and achieve positive goals; feel and show empathy for others; establish and maintain positive relationships; and make responsible decisions (CASEL, 2015). Children who can self-regulate have skills that help them manage their emotions, behaviours and interact successfully with others—all elements of social-emotional competence (CASEL, 2015).
There is a relationship between self-regulation and emotions (Bailey, 2011). According to Perry (2001) healthy self-regulation is related to the competency to tolerate the sensations of distress that accompany an unmet need. Self-regulation is the integrative process of that comes about by allowing our unconsciousness emotions to become a conscious feeling.