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The emerging ability to regulate one’s thoughts, feelings and behaviours represents a hallmark of early childhood development. Recent findings have identified developmental trajectories for self-regulation as considerably heterogeneous, with variability in the early years a significant predictor for later educational, social, financial and health outcomes. Research suggests that targeted interventions in the early years might have the greatest potential for creating pronounced and stable change. Efforts to effect change in this early childhood period often look to Early Childhood Education a...

High-quality early childhood education and care (ECEC) has a robust and long-term impact on the development of children’s skills and abilities, including self-regulation. While the importance of early self-regulation is acknowledged in national curricular frameworks (Australian Early Years Learning Framework), little is known about practices employed within Australian ECEC settings to support the development of self-regulation; nor do we know how educators understand self-regulation and seek to support its development based on their understanding. The current study sought to observe educator...